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ASSOCIATIONCANADIENNEDELINGUISTIQUEAPPLIQUÉECANADIANASSOCIATIONOFAPPLIEDLINGUISTICS

ProgramoftheAnnualConferenceInconjunctionwiththe

CongressoftheHumanitiesandSocialSciencesMay26-28,2014

Programmeducongrèsannueldanslecadredu

Congrèsdesscienceshumainesdu26au28mai2014

STUDY&APPLIED&LINGUISTICS&AT&BROCK&UNIVERSITY!&!

An#innovative#MA#in#Applied#Linguistics#(TESL)##

19Year#Direct9Entry#Program# Bridged9Entry#Program#! Course(Based!(12!months)! ! Course(Based!

! Thesis(Based# ! Provides!English!for!academic!purposes!support#

Three#exciting#undergraduate#programs##

TESL# Speech#&#Language#Sciences&

Hearing#Sciences#

! 4(Year!(Honours)# ! 3(Year!BA! ! 4(Year!(Honours)## ! 4(Year!BA! ## ! 4(Year!(Honours)! #

Two#89month#post9baccalaureate#(BA)#certificate#programs##

Teaching#English#as#a#Subsequent##Language#(TESL)&

Speech,#Language#and#Hearing##Sciences&

! TESL!Ontario/TESL!Canada!recognized! ! Prepare!of!graduate!studies!in!Speech!Language!Pathology,!Audiology!and!

related!disciplines!!

WHY&STUDY&AT&BROCK&UNIVERSITY?&&

Teaching#English#as#a#Subsequent##Language#(TESL)#

Speech#and#Language#Sciences/Hearing#Sciences#

! Practicum!opportunities! ! Clinical!observation!opportunities!! TESL!Ontario!professional!accreditation!

(adult!ESL)!! Courses!match!Canadian!&!American!

graduate!school!prerequisites!! Hands(on!experience!with!language!data! ! Hands(on!experience!with!language!data!! Professors!have!ESL!classroom!teaching!

experience!! Professors!have!clinical!experience!in!

Speech(Language!Pathology!! Professors!publish/present!widely!and!

are!active!researchers!! Professors!publish/present!widely!and!

are!active!researchers!!

Department&of&&Applied&Linguistics&&&

CONFERENCE ORGANIZING COMMITTEE 2014 / COMITÉ DU PROGRAMME 2014

Program Chairs / Responsables de programme Callie Mady, Nipissing University

Mela Sarkar, McGill University

Local Arrangements Coordinator / Coordonnateur local Brock University’s Department of Applied Linguistics

As coordinated by Ron Thomson

VOLUNTEERS / BÉNÉVOLES VOLUNTEER COORDINATOR: DR. JOHN SIVELL

SARAH ALBENSHIKH, LYNDSAY BRADFORD, ALISHA CARVALHO, KAYLA CLOW, BAILEY JOURNEAUX, ALANNAH MACLEAN, VICTORIA MANNELLA, MARK MCANDREWS, ALLESANDRA PETERS, IAN POWER, HEATHER POWER, ANGELA RYALL, BIANCO SANTORO, ALLISON SCOTT, CONNIE STANCLIK, ANDREA STUART, GONUL TURKDOGAN, MARISSA VANDERLEE, ERICA WALTER, POMILO XU, NANCY ZHANG

ABSTRACT ADJUDICATORS / ÉVALUATEURS DE RÉSUMÉS KATY ARNETT, ST. MARY’S COLLEGE MARYLAND MEHDI BABAEI CHAFJIRI, MCGILL UNIVERSITY BEVERLY BAKER, MCGILL UNIVERSITY PATRICIA BALCOM, UNIVERSITÉ DE MONCTON SUZIE BEAULIEU, UNIVERSITÉ LAVAL PHILIPPA BELL, UNIVERSITÉ DE QUÉBEC À MONTRÉAL MONIQUE BOURNOT-TRITES, UNIVERSITY OF BRITISH COLUMBIA WALCIR CARDOSO, CONCORDIA UNIVERSITY LAURA COLLINS, CONCORDIA UNIVERSITY ALISON CRUMP, MCGILL UNIVERSITY BRAD EVANS, MCGILL UNIVERSITY JENN FOOTE, CONCORDIA UNIVERSITY ELIZABETH GATBONTON, CONCORDIA UNIVERSITY MARTÍN GUARDADO, UNIVERSITY OF ALBERTA DANIELLE GUÉNETTE, UNIVERSITÉ DE QUÉBEC À MONTRÉAL MARIE-JOSÉE HAMEL, UNIVERSITÉ D’OTTAWA

MARLISE HORST, CONCORDIA UNIVERSITY TALIA ISAACS, UNIVERSITY OF BRISTOL, UK JESÚS IZQUIERDO, UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO, MÉXICO GLADYS JEAN, UNIVERSITÉ DE QUÉBEC À MONTRÉAL EVA KARTCHAVA, CARLETON UNIVERSITY SARA KENNEDY, CONCORDIA UNIVERSITY PAULA KRISTMANSON, UNIVERSITY OF NEW BRUNSWICK PATRICIA LAMARRE, UNIVERSITÉ DE MONTRÉAL CONSTANCE LAVOIE, UNIVERSITÉ DU QUÉBEC À CHICOUTIMI JOSÉE LE BOUTHILLIER, UNIVERSITY OF NEW BRUNSWICK ANDREW LEE, MCGILL UNIVERSITY JONATHAN LUKE, YORK UNIVERSITY ROY LYSTER, MCGILL UNIVERSITY MARCIA MALCOLM, MCGILL UNIVERSITY HEDY MCGARRELL, BROCK UNIVERSITY TIFFANY NG, MCGILL UNIVERSITY

MARTINE PELLERIN, UNIVERSITY OF ALBERTA LEILA RANTA, UNIVERSITY OF ALBERTA SYLVIE ROY, UNIVERSITY OF CALGARY MELA SARKAR, MCGILL UNIVERSITY KAZUYA SAITO, WASEDA UNIVERSITY, JAPAN CAROLYN SAMUEL, MCGILL UNIVERSITY MASATOSHI SATO, UNIVERSIDAD ANDRÉS BELLO, CHILE YASUKO SENOO, MCGILL UNIVERSITY LAUREN GODFREY-SMITH, MCGILL UNIVERSITY ANDREA STERZUK, UNIVERSITY OF REGINA SASKIA STILLE, OISE/UNIVERSITY OF TORONTO KELLY TOOHEY, SIMON FRASER UNIVERSITY PAVEL TROFIMOVICH, CONCORDIA UNIVERSITY GERARD VAN HERK, MEMORIAL UNIVERSITY OF NEWFOUNDLAND LILY WANG, INDIANA UNIVERSITY OF PENNSYLVANIA LISE WINER, MCGILL UNIVERSITY

2013-2014 ACLA EXECUTIVE COUNCIL / BUREAU DE DIRECTION DE L’ACLA 2013-2014

President/Présidente : Callie Mady, Nipissing University Past President/Présidente sortante : Monique Bournot-Trites, UBC

Vice President/Vice-présidente : Mela Sarkar, McGill University Secretary-Treasurer/Secrétaire-Trésorière : Stephanie Arnott, University of Ottawa

Member-at-Large/Membre associée : Sara Kennedy, Concordia University Journal Editor/Rédacteur de la revue : Joe Dicks & Paula Kristmanson, University

of New Brunswick Communications Officer/Agente de communication : Martin Guardado, University of Alberta

CanadianAssociationofAppliedLinguisticsAssociationcanadiennedelinguistiqueappliquée

Congrès2014Conference

MONDAYMORNING,May26,2014 LUNDIMATIN26MAI2014

8:30-9:45WelcomeandOpeningplenary/Motdebienvenueetconférenced’ouverture

AnotherWayofThinkingAbouttheApplicationofAppliedLinguistics:TheCaseforOpenAccesstoResearch?JohnWIllinsky---Room:PondInlet

9:45-10:00 Break/PauseRoom:PondInlet

Room/Salle MackenzieChownJBlock-205

MackenzieChownJBlock-209

MackenzieChownHBlock313

PondInlet

Chair/Président(

Carr Derwing Ambrosio Islaih

Sessionthemes/

Thèmesdessessions

CorrectiveFeedback Vocabulary&Assessment

TBLT LearnerVariables Symposium

10:00-10:30

KartchavaIsexpectationfor

correctivefeedbackinthelanguageclassroom

universal?

PinchbeckLexicalfrequencyprofilingofCanadianhigh-school

expositorywriting

Ranta/GatbontonDevelopingeffectivegrammarinstructiontotrulyenabletask-basedlearningandteaching

WillinskyMeetthespeaker

QuestionandAnswersessionwithopening

plenary

Symposium:Integratingcontentandlanguageinuniversityclasses:LessonslearntfromtheUniversityof

OttawaFrenchImmersionProgram

Organizer:Alysse

Weinberg

Presenters:SandyBurgerVocabularyacquisitioninatertiaryimmersion

course:Whatisrequired?

HélèneKnoerr

Academiclisteningstrategiesinuniversity-levelFrenchimmersion

courses

JérémieSéror

RelationsbetweencontentandlanguageprofessorsinaFrenchimmersionprogramat

theuniversity:Cooperationortension?

AlysseWeinberg:Frenchidentityconstructionof

AnglophonestudentsinatertiarylevelFrenchimmersionprogram

10:35-11:05

Karim/NassajiTheeffectsof

comprehensivewrittencorrectivefeedbackongrammaticalaccuracyin

ESLwriting

DouglasExploringlexicalvalidityin

standardizedEnglishlanguageproficiency

testing

Adjei-BarrettTask-basedlanguage

teachinginaSpanishasaforeignlanguage

classroom

Sabetghadam/Sabetghadam/SabetghadamAmbiguity

tolerence/intolerence&theperformanceonC-testbyIranianadvanced

learners

11:10-11:40

SteinmanDialogicfeedback:

Extendingtheencounter

ShapiroTheRelativeEffectiveness

ofDifferentLearningMethodsforFrenchL2VocabularyAcquisition

Guardado/BreckenridgeMentorship,professional

development,andteacheragency:TheroleofactionresearchinEAP

AlrabaiTheroleofaffective

variablesinachievementofEnglishasaforeign

language

11:45-12:15

IndividualDifferencesinCorrectiveFeedback:A

proposal

Steele/Shapiro/Sunara

TheoreticalandmethodologicalissuesinthedevelopmentofanFSLvocabularytest

Gauthier/MacPhee

TheNonRight-HolderwithintheMinority

FrenchSchool

Imperiale/Collins

ThesuitabilityofintensiveEnglishinQuebecforall

students

12:15-13:15

GettingyourresearchpublishedintheCanadianJournalofAppliedLinguistics/CommentpubliervosrecherchesdanslaRevuecanadiennedelinguistiqueappliquée

JoeDicksandPaulaKristmanson-Editors/RédacteursLunchprovidedby/ledéjeunergrâceàCJALand/etSecondLanguageResearchInstituteofCanada

Room/Salle:PondInlet

MONDAYAFTERNOONMAY26,2014 LUNDIAPRÈS-MIDI26MAI2014

PondInlet,upperlevel

Chair/Président(e)

Pinto Ranta Steele Kartchava

Sessionthemes/

Thèmesdessessions

Plurilinguallearners Vocabulary&Assessment(continued)

Pragmatics Heritagelanguagesandmutlilingualism

SymposiumInvitedSymposium

RevitalizingAboriginalLanguages

Organizer:KerenRice(UniversityofToronto)

Speakers:Grafton

AntoneTeachingthe

Onʌyota’a·kaLanguageinanUrbanSetting

EileenAntone.Learningthe

Onʌyota’a·kaLanguageasanAdult

CarrieDyckandAmos

Key,Jr.AnImmersionProgramforIntermediateLevel

Speakers

Marie-OdileJunkerPuttingInformationTechnologiestoWork

forAboriginalLanguages

PreservationandRevitalization

MargueriteMacKenzie.

LanguageMaintenanceinEastCree,NaskapiandInnu:aFortyYear

PerspectiveAlexMcKayandConnorPion

Kiiwepiskaapiimon!Revitalizatizeyour

Language!

13:15-13:45

KampenRobinson

Textingasspace:Examiningtheroleoftextingasliteracy

practiceintheOldColonycommunity

Saif/Lewis

Thewashbackeffectofahigh-stakesFrenchexamonhighschoolteachers’

practices

Duncan/RehnerIntentionsandperceptions

YamanNtelioglou/Fannin/Montanera/Cummins

MultilingualPedagogiesandUrbanEducation

13:50-14:20

Isolatingmetalinguisticawarenessasapredictorofpositivetransferfrom

L2toL3

Batista/Horst

ANewVocabularySizeTestforFrenchL2

Learners

Kerekes/Altidor-Brooks/Valeo

IntegratingPragmaticCompetenceintoa

BridgingProgrammeforInternationallyEducated

Nurses(IENs)

Tsushima/Guardado

Japanesemothersininterlingualfamilies:

Anticipation,anxietyandambiguityinraisingmultilingualchildren

14:25-14:55

Immigrantstatusasaninfluentialfactorinadditionallanguage

learning

Ramezanali

Theeffectof4differentmodesofinstructionsonL2vocabularyacquisition

ofEFLlearners

Rossiter/Hatami

ESLpragmatics:Assessmentoflearner

apologies

Motivationinheritagelanguagere-learning:Adultbeginner-levelJapaneseheritagelanguagelearner

15:00-15:30

Canadianbilingualismandsocialcohesion:

PerspectivesofEnglish/FrenchasadditionallanguagelearnersinBritish

Columbia

Wojtalewicz/Pinchbeck

ACorpus-BasedStudyofVocabularyDevelopmentinUpperElementaryLearners'Expository

Writing

Makinina

Collocationrecognitionbyadultspeakersof

Englishasafirst/secondlanguage

Phonology&Pronunciationi

ImprovingthecomprehensibilityofL2

speakersthroughanonlinepronunciationtutor

Break/PausePondInlet

Chair/Président(e)

Trottier Shapiro Batista Arnott

15:45-16:15

Learners'stories:Exploringstudents'Englishlearning

experiencesintheHongKongcontext

Gaffney

TheacquisitionofFrenchinfinitivalcomplements

Derwing/Waugh/Munro

PragmaticsinaLINC5Classroom:Measuring

EffectivenessofInstruction

Levis/Levis

Lower-ProficiencyESLLearnersandthe

AcquisitionofContrastiveStress

Symposiumcontinues

16:20-16:50

Theimpactoninter-ethnicattitudesof

learningthelanguageoftheothercommunity

Foote/Rabah

Culturalcontentschemaandreading

comprehension:Ameta-analysis.

Paquet-Gauthier/Beaulieu

CanL2classroomstakethebi/multilingualturn?

17:00-19:00 BrockUniversity’sPresident’sReception/

TUESDAYMORNINGMAY27,2014 MARDIMATIN27MAI2014

9:05-10:55

Assembléegénéraleannuelledel'ACLAACLAAnnualGeneralAssembly

Réservéauxmembres/ForACLAmembersRoom:PondInlet

11:00-12:00

PlenarySession/SessionplénièreDianeGérin-Lajoie

Identité,langueetpouvoir:lesminoritésdelangueofficielleauCanadaSalle:PondInlet

ACLAAnnualGeneralMeeting/Assembléegénéraleannuelledel’ACLA

ForallACLAmembers/Pourtouslesmembresdel’ACLA

Alightbreakfastisofferedby/Unpetit-déjeunerlégerestoffertpar

Room:PondInlet*****

Agenda/Ordredujour1. Welcomeandapprovaloftheagenda

2. Approvaloftheminutesandbusinessarising

3. President’sreport

4. Treasurer’sreport

5. CommunicationsOfficer’sreport

6. Journaleditor’sreport

7. ReportoftheNominatingCommittee

8. Otherbusiness

*****Ø LookingaheadtofutureCongressesoftheHumanitiesandSocialSciences…

Ø LeCongrèsdesscienceshumainesenperspective…

Ø 2015JointcongresswithAAALininTorontoontheweekendbeforeTESOL,March21-24

Ø 2016UniversityofCalgary

TUESDAYAFTERNOON,MAY27,2014 MARDIAPRÈS-MIDI27MAI2014

PondInlet,mezzanine

Chair/Président(e)

Muhling Yoshizumi Balcom Saif

Sessionthemes/

Thèmesdessessions

Frenchasanadditionallanguage(sessioninEnglish)

DigitalTechnologies&LanguageLearning

Phonology&PronunciationII

Vocabulary Symposium

CALA/ACEL"Onbeingassessed"

followedbyCALA/ACELAGM

Organizers

BeverlyA.BakerLiyingCheng

SymposiummoderatorsChristineDoe

HeikeNeumann

Papers:Fox,Janna

(CarltonUniversity)&Haggerty,John(UBC):

"Reachingstudents-at-risk:Thecaseofdiagnosticassessmentinfirst-

yearengineering"

Dunlop,Margaret

(UniversityofToronto):"Howlearnerscognitively

processfeedbackconcerningFrenchasa

SecondLanguageskills"

Wagner,Maryam

(UniversityofToronto):"Developmentofa

CognitiveDiagnosticRubricforAssessingWritingforGeneratingFeedback

inSecondaryClassrooms"

Discussant:EuniceJang(Universityof

Toronto)

13:00-13:30

Cooke/FaezSelf-efficacybeliefsofnoviceelementaryFSL

teachers

Ronda/Lotherington

Revisingcommunicative

competenceforthedigitalera:

Interactivityandnewmedia

O’Brien/KnausProductionofwordstressinL2German

Gérin-LajoieRencontrerlaplenière

Séancequestionsréponses

13:35-14:05

Ambrosio

Leslangues,pontsetpointsderencontreparleCARAPduCELV

(presentationbilingue/bilingualpresentation)

Ippolito

Collaborationascontestationanddebateonlineinanadultliteracyproject

Crowther/Trofimovich/Isaacs/

Differentiatingaccentfromcomprehensibility:

Theimportanceoflearnerbackground

14:10-14:40

Rehner

TheCEFRinOntario:FSLstudents’self-assessmentsof

sociolinguisticskills

BloggingasatoolforunderstandingJapaneseculture

Lee/Heo

TeachingEnglishloanwordstolearners

ofKorean

14:45-15:15

Bourgoin/Kristmanson/Dicks

/Wagner

Talkingaboutmath:LinguisticrepertoiresofFrenchimmersion

students

Chung/Kartchava

ElementaryESLteachers'beliefsabout

theuseofdigitaltechnologyinthe

classroom

Publishersession

Zhao/YanMiddleconstructionin

English-speakinglearners’L2Chinese

grammars

Irvine/Piccardo

LaNouvelleRevueSynergiesCanada(NRSC):revuedelittérature,culture,linguistiqueet

didactiquedeslanguesetcultures

Break/PausePondInlet

Chair/

Président(e) HamelRoy Pinto

Sessionthemes/

Thèmesdessessions

Frenchasanadditionallanguage

(continued)

DigitalTechnologies&LanguageLearning

(continued)

Phonology&Pronunciation(continued)

PublisherSessions

15:30-16:00

Dicks/Bourgoin/Cogswell

Students'ReadingCompetencyinIntensiveFrench

Lotherington/Ronda

Updating

communicativecompetence:A

multimodalanalysisoftwoelementarytexts

Lappin-Fortin

Self-assessmentinaFrenchpronunciation

course

Rossiter

PublishingintheTESLCanada

Journal:Practicalstrategiestoenhanceyour

publicationprofile

Symposiumcontinues

Arnott/Mcgregor

Defyingthetrend:WhydoOntarioGrade10studentscontinuetostudyCoreFSL?

Barysevich

Enseignerdeslanguessecondesenligne

Identity&Affect Munro

PublishinginTheCanadian

ModernLanguageReview/LaRevuecanadiennedeslanguesvivantes

16:05-16:35

Piccardo/Piersma

TheImportanceofEmpathyinSecond

LanguageEducation:aspaceforliteracy

narratives

16:40-17:10

Sunara

Form-focussedinstructionofL2Frenchrhythm:Developmentof

outcomemeasuresandinstructionaltasks

Waterhouse/Mortier-Faulkner

ConceptualizationsofaffectinCanadianadult

immigrantsecondlanguageeducation

17h30-19h30 ACLARECEPTIONCAIRN’S4thfloorATRIUM

WEDNESDAYMORNING,MAY28,2014 LEMERCREDIMATIN28MAI2014

MackenzieChownHBlock-313

PondInlet

Chair/Président(e)

Sivell Waterhouse Pile Pearce Islaih

Sessionthemes/Thèmesdessessions

Lesenseignantsdefrançais,langue

seconde(sessionfrançaise)

Math&ScienceContent-Based

LanguageLearning

Diversity,Identity,andLanguage

HigherEducation Languageandthelaw

8:55-9:25

Lemée

Lesmarqueursdiscursifsdansle

discoursd’apprenantsdufrançaisL2danslenord-ouestde

l’Ontario

Culligan/Dicks/Kristmanson/

Wagner

Collaborativeproblem-solvinginFI

Mathematics

Liebscher/Reichert

LivedExperienceofMeaning:EmotionsandIdentityConstructionbyMigrantsinCanada

Corcoran

Publish(inEnglish)orPerish:ACaseStudyofMexicanScientistsAcademicWritingfor

Publication

EdwardsLanguageeconomicsandlanguagerights

9:30-10:00

Lockhart

L’identitéprofessionnelledesenseignantsdel’immersionfrançaiseenColombie-Britannique

Li/Lesage

Doliteracyskillsmatterto

mathematicsperformance?Ameta-synthesisofempiricalstudies

Castineira/JuárezGarcía/Witten

ExploringGenderedViewsinArgumentativeEssays:ACritical,SFL

Approach

F.Wang

Foreign-bornfacultyasappliedlinguistic

individuals-Asocioculturalapproach

10:05-10:35

LeBouthillier

Lesprocessusdel'écritd'uneélèveavecAspergerd'un

programmed'immersionfrançaise

VidwansExploringtheSelf-EfficacyPerceptionsofOntario’sScienceTeacherstoTeachDiverseClassrooms

Taylor

‘Managing’diversityineducationinCanada

andDenmark:Makingacaseforlegitimate

knowledge

Haggerty/Wong/Okuda/Peña

Playing“writing

games”:Academicdiscoursesocializationintofirst-yeardoctoral

studies

10:35-10:50 Break/PausePondInlet

Chair/Président Culligan Pinchbeck Corcoran Gazerani McGarrell

Sessionthemes/Thèmesdessessions

Lagrammaireetlevocabulaire

(sessionfrançaise)

Grammar Diversity,Identity,&Language(continued)

HigherEducation(continued)

Veryyounglearners

10:50-11:20

Hamel/LeCoin

CoursdegrammairedeFLSenmodalitéhybride:ingénieriepédagogiqueetdoublebilanformatif

Redmond/Emirkanian

Whatlearners’errors

cantellusaboutavoidance:thecaseofphrasalverbs

Brisson

Francophone,Anglophone,ormultipleidentities?Thecaseofplurilingualstudents

Buss/KennedyDevelopmentof

DiscourseStructureinL2GraduateStudent

Presentations

Dempsey

Emergenceofstorycomprehension

abilitiesinpreschoolagechildren

11:25-11:5511:25-11:55

MatsukawaAssociationlexicaleparadigmatiqueousyntagmatiquechezdesapprenantsdébutants?

Balcom

Istransportabilitytransferable?Adverb

placementinL1Arabic,L2Englishand

L3French.

Connelly

Rethinkingcriticalpedagogyinthecontext

offramingsoflinguistic/cultural

identityconstruction

Trottier

Constraintsandaffordancesof

contentspecificityinpostsecondaryEAP

Russette

ACaseStudyofPedagogyand

LearningEnvironmentinaFranco-OntarianChildCareCentre

WEDNESDAYAFTERNOONMAY28,2014 MERCREDIAPRÈS-MIDI28MAI2014Room/Salle MackenzieChownJ

Block-205

MackenzieChownHBlock-313

Chair/

Président(e)Lockhart Thomson Trottier F.Wang

SessonThemes/Thèmesdessessions

Français,langueseconde,divers

(sessionfrançaise)

Grammar(continued) Creativity&Complexity L2Writing

13:00-13:30

Gazerani/Taddarth/Ammar

Développementetvalidationd’un

questionnairepourexplorerles

représentationsdesenseignants

Pinto/MicalePromoting

metalinguisticawarenessingroupdiscussions:an

empiricalstudyonuniversitystudents

GarciaRamirez

Theuseofconceptualandmindmapsintheteachingofasecond

language

McGarrell/PearceAComparativeStudy

ofDevelopingWriters’Useof

TransitionExpressions

13:35-14:05

Viswanathan/Lebel

Pourunenouvelledéfinitionde

l’authenticitéendidactiquedufrançaislangueseconde:lanotiondegroupedediscussionetdesuivi

despairs

Karka/Collins

LearninggrammaticalgenderinFrenchatthebeginnerstages:does

theL1makeadifference?

Schulze/HeiftSecond-Language

ProficiencyDevelopmentinaVirtualLearningEnvironment

Yabuki-Soh

Acomparativeanalysisofnarrative

strategies

14:05-14:45

Wernicke

L’authenticitédansl’enseignementduFLS:lepointdevuedes

enseignants

Appel/Trofimovich

Corpus-drivenidentificationof

formulaicsequences:Astepforward

Roessingh

Earlyliteracy:Fromthought,toword,to

14:45-15:15

Lenchuk

Communicativecompetence

reassessed:ThecaseoftheLINChomestudy

program

CulturalContextsandSituatedPossibilities

inDevelopingaDialogicApproachinSecondLanguage

Writing

15:15-15:30 ACLAPresident’sclosingteaparty/Collationdeclôturedelaprésidente-PondInlet

OPENINGPLENARYANOTHERWAYOFTHINKINGABOUTTHEAPPLICATIONOFAPPLIEDLINGUISTICS:THECASEFOROPEN

ACCESSTORESEARCH

JohnWillinsky,StanfordUniversity,john.willinsky@stanford.eduMondayMay26,8:30-9:45,Thispresentationwillreviewthecurrentstateofopenaccesstoresearch,withaneyetopublishingmodels,funderpolicies,andresearchimpact.ItwillconsiderthesechangeswithintheCanadiancontextandasitoffersparticularadvantagestothosewhoworkinthefieldofappliedlinguistics.

CONFÉRENCEPlénièreIDENTITÉ,LANGUEETPOUVOIR:LESMINORITÉSDELANGUEOFFICIELLEAUCANADA

DianeGérinLajoie,UniversityofToronto,dgerinlajoie@oise.utoronto.caTuesdayMay27,12:00-1:00,Lesminorités de langue officielle au Canada, soit les Francophones à l’extérieur duQuébecetlesAnglophonesauQuébecpossèdentdesdroitsfondamentauxdontlebutpremierestdeprotégerleuridentitélinguistiqueetculturellerespective.Nousverronscependant que le rapport à l’identité que développent respectivement ces deuxgroupes est fortement influencé par le contexte social et politique dans lequel ilsévoluent.

COLLOQUES/SYMPOSIA

Integratingcontentandlanguageinuniversityclasses:LessonslearntfromtheUniversityofOttawaFrenchImmersionProgram

Monday,May26,10:00-12:15Organizer:AlysseWeinberg(UniversityofOttawa)weinberg@uottawa.ca

Second language (L2) and foreign language (FL) researchers and educators have increasingly emphasized the value of integrating bothcontentandlanguagelearningobjectives(Dalton-Puffer,2011;Smit&Dafouz,2012).InCanada,thisapproachhasbeenfamouslyputintopractice in primary and secondary French immersion programs. These programs have been the focus of extensive research and havecontributed significantly to the promotion of the benefits of bilingual education (Lazaruk, 2007; Lyster, 2007). However, unlike thedevelopmentofcontentandlanguageintergratedlearning(CLIL)programsinEuropeanhighereducation,theFrenchimmersionmodelhastodatenotbeenwidelyadaptedtoCanadianuniversitysettings.In2013,onlyahandfulofCanadianuniversitiesofferedauniversity-levelimmersionoptiontostudents(OfficeoftheCommissionerofOfficialLanguages,2009).Thelargestoftheseuniversityimmersionprograms(the French Immersion Studies (FIS)) presently resides at the University of Ottawa. Implemented in 2006, FIS has been the object of anumberofstudiesinvestigatingtheimpactandchallengesoftheapplicationofanimmersionmodelinhighereducationcontexts.Whilethisresearchhasdemonstrated the strengthsandaccomplishmentsof thisprogram, ithasalsohighlighted thecomplexitiesof the linguistic,disciplinaryandinstitutionalconsequencesofputtingthispedagogicinitiativeintopractice.Theproposedsymposiumwillseektoexplorethree related dimensions linked to these opportunities and challenges: a) second language advanced literacy development, b) thepositioningandroleofinstitutionalactors,andc)thesocio-affectivedimensionsofstudents'participationinFIS.SandraBurger(UniversityofOttawa)(sandyburger@sympatico.ca)Vocabularyacquisitioninatertiaryimmersioncourse:Whatisrequired?University-levelimmersioncoursesprovidelanguagelearnerswithrichlinguisticinputandcontextualizedrepetitionofdiscipline-specificvocabularyresultinginenhancedopportunitiesforincidentalvocabularylearningintheirsecondlanguage(Li,1998).Thisacquisitionprocesshasbeenshowntobecomplementedthroughworkconductedinadjunctlanguagecoursesthatcanenhancethisacquisitionprocessbyexplicitlyteachingkeyvocabularywords(Burger&Weinberg,2014).Thispresentationwillreportonacasestudyof13FrenchimmersionstudentsenrolledinahistorycourselinkedtoaFrenchadjunctlanguagecourse.Thecasestudyinvestigatedtherelativeeffectivenessofthreeparametersofexposuretothevocabularyencounteredbystudentsincontentcoursesandreadings:instruction,contextandrepetition.Asampleof40wordsfromtheimmersioncontentcoursewasselectedforinvestigation.Somewords(n=30)wereexplicitlytaughtinthelanguageclasswhileothers(n=10)simplyappearedinthehistorycourse.ThecontextsofencountersforeachwordweretabulatedandclassifiedaccordingtoWebb's(2008)four-levelclassificationsystemaswellasthenumberofencounters.Apre-andpost-testservedtodetermineacquisitionsuccessofthetargetwords.Findingsrevealthata)incidentalexposuredidnotleadtovocabularyacquisitionregardlessofclarityofcontextandnumberofexposures,andthatb)explicitteachingledtodifferentiallearningoutcomesnotfullyexplainedbyclarityofcontextornumberofexposures.Conclusionsaddressthedifferentnavigationpatternsthatemergeamongtheseparametersandhowtheseaffectvocabularyacquisitioninauniversity-levelimmersioncontext.Academiclisteningstrategiesinuniversity-levelFrenchimmersioncoursesHélèneKnoerr(UniversityofOttawa)(hknoerr@uottawa.ca)Studentslisteningtoacademiclecturesintheirsecondlanguage(L2)facethedoublechallengeofunderstandingcomplexinformationandunfamiliarlanguage.InordertosupportAnglophoneFrenchImmersion(FI)students,theUniversityofOttawaoffersaRégimed’immersionbasedontheadjunctmodel(Brinton,Snow&Wesche,2003),whichpairsanacademicclass(immersioncourse)withalanguagesupport(adjunctcourse)class.TheauthorsofthisstudyreportonthedevelopmentofaseriesofsevenpodcastsgroundedinmetacognitiveandL2listeningtheory(Vandergrift&Goh,2012)toprovideFIstudentswithstrategiestoenhanceL2listeningabilityandnote-takingskillsforacademiclecturesinFrench(Weinberg,Knoerr&Vandergift,2011).Totesttheeffectivenessofthesepodcasts,studentsenrolledinthreeimmersionclasses(n=50)wereaskedhadtoapplyspecificstrategiesintheirdisciplinecourseoverthecourseofasemester.Concurrently,theycompletedanongoingself-reflectiveanalysisoftheiruseofthestrategiestargetedinthepodcastscommentingon:howtheyimplementedthem,whatchallengestheyencountered,howusefultheywere,andhowtheycouldbeadaptedtobemoreeffective.Findingsofferanoverviewofthemostfrequentlyemployedstrategies,thosestrategiesrankedasmosteffective,andthedegreetowhichstrategyusecanbeintegratedinuniversity-levelFrenchimmersionprograms.

JérémieSéror(UniversityofOttawa)(jseror@uottawa.ca)RelationsbetweencontentandlanguageprofessorsinaFrenchimmersionprogramattheuniversity:Cooperationortension?Recentyearshaveseenagrowinginterestintheexplorationoflanguageideologiesandtheirimpactoneducationalandlanguagesocializationprocesses(Duff,2010;Talmy,2008).Definedasthejudgments,valuesandbeliefsaboutlanguagesanddiscoursesheldbymembersofspeechcommunities(Baquedano-LopezandKattan,2008)andenactedineverydaylanguagemediatedactivities,languageideologieshavebeenshowntoplayakeyroleinshapinginstructionalpracticesandconsequentlylanguagelearners’academicexperiencesandgrowth(Razfar&Rumenapp,2012).ThispaperreportsonananalysisoflanguageideologiesfoundintheadministrativeactionsandpedagogicinterventionsthatunderlietheFISattheUniversityofOttawa.Drawingoninterviewdatawithimmersioncontentandlanguageinstructors,itisarguedthatinordertofullyintegratethecoreprinciplesofacontent-basedlanguageapproachattheheartofan“immersionpedagogy”,universitiesmustaddressmoreexplicitlythetensionsandmismatcheslinkedtolanguageideologiessurroundingtheteachingandvaluingofsecondlanguagecourses.Specifically,corebeliefssuchasthenatureoftherelationshipandpositioningoflanguageteachersandcontentteachersaswelltheimpliedhierarchyestablishedbetweendisciplinecoursesandlanguagecoursesarepresentedasexamplesoftheconflictingideologiesthatleftunexaminedcanhinderstudents’andinstructors’experienceswithinimmersionprograms.Implicationsfocusonthespecificlanguageideologiesandinstitutionalpoliciesidentifiedasnecessaryconditionsforthesuccessfulimplementationofuniversity-levelimmersionprograms.

AlysseWeinberg(UniversityofOttawa)(weinberg@uottawa.ca)FrenchidentityconstructionofAnglophonestudentsinatertiarylevelFrenchimmersionprogramThispresentationreportscasestudiesofuniversitystudentsstemmingfromtheFISattheUniversityofOttawa.Drawingonadiscourseanalysisofsemi-formalindividualinterviews(Merriam,1998)andfocusgroupdiscussions(Palys,2003),thistalkfocusesontheshortandlongtermimpactofthisprogramforstudents'academicandprofessionaldevelopmentaswellastheirultimateidentityconstructionasnovicemembersofFrancophonecommunities.Findingssuggestthatdespitechallengesanddifficultiesencounteredbystudents,theimmersionexperienceremainsonethathasapowerfulimpactonadvancedlanguagelearning.Universitylevelimmersionisseentooccuratacrucialmomentinstudents'livesastheyasserttheirindependencefromschoolandfamilyanddevelopthevaluesandskillsetsthatwillhelpdeterminetheirgrowingparticipationinsociety.Throughthepursuitofauniversity-levelbilingualprogramofstudy,studentsareablenotonlytoacquirelinguisticanddisciplinaryknowledge,butalsoengage,oftenforthefirsttime,inin-depthanddailyinteractionswithFrenchcommunities(Séror&Weinberg,2012).Asaresult,theirdiscoursereflectsanidentificationwithFrancophonesthusbridgingagapbetweenEnglishlearnersandFrenchspeakerstypicallyfoundinelementaryandsecondaryimmersionprograms(Roy&Galiev,2011).University-immersionprogramsareseenthusasapowerfulmeansofcontributingtobetterrelationsandunderstandingsbetweentwoofCanada'sfoundinglinguisticcommunities.

INVITEDSYMPOSIUMJOINTSYMPOSIUMWITHTHECANADIANLINGUISTICASSOCIATION

RevitalizingAboriginalLanguagesMondayMay26,1:15-4:50

Organizer:DrKerenRice(UniversityofToronto)rice@chass.utoronto.caGraftonAntone,grafton.antone@gmail.comWolfClan,isfromtheOneidaoftheThamesFirstNation.HelearnedtheOneidalanguageasafirstlanguageandthenlearnedEnglishpriortogoingtoIndianDaySchoolintheOneidacommunity.GraftonworkedinConstructionEngineeringbeforeheobtainedaB.A.fromtheUniversityofWesternOntarioandaMastersofDivinityfromVictoriaUniversity,UniversityofToronto.HereceivedanHonoraryDoctorofDivinitydegreefromVictoriaUniversity,UniversityofToronto.HeretiredfromtheUnitedChurchofCanada’sTorontoUrbanNativeMinistry.GraftontaughtanOneidalanguageclassintheAboriginalStudiesProgramattheUniversityofToronto.Dr.AntonewasalsoanElderinresidenceatFirstNationsHouseattheUniversityofToronto.

TeachingtheOnʌyota’a·kaLanguageinanUrbanSettingIstartedteachingtheOnʌyota’a·kalanguageinthefallof1995fortheTorontoDistrictSchoolBoardasacontinuingnon-crediteducationcourse.BesideshavingthestudentstalkaboutthemselvesandtheirfamiliesgivingthelanguagerelevanceIusedthethreeepicnarrativesoftheIroquoianpeople:Kanuhelatúksla,TheThanksgivingAddress;theCreationStory;andtheGreatLaw.WealsousedtheCodeofHandsomeLakeasanotherresourcetogiveusrelevancetothesituationoftheOnʌyota’a·kapeople.MostoftheseadultstudentswereOnʌyota’a·kapeoplesearchingforwaystolearntheirlanguage.Therewerealsoanumberofnon-AboriginalstudentswhowereinterestedandwantedtolearnthelanguageoftheOneidapeople.

Intheearly2000sIwasgiventheopportunitytoteachtheOneidaIroquoianLanguagecourseattheUniversityofToronto.Onceagainthethreeepicnarrativeswerethebasisofmycoursematerialaswellasdiscoveringpersonalidentitiesthroughfamilyhistoriesandsharingwithotherlearners.Sharing,singinganddancingbecameanidealteachingtooltodemonstratetheSevenGreatPeaceTeachingsofrespect,fairness,caring,integrity,co-existence,citizenshipandreasoning.WorkingwithstudentlearnerswasanexcitingchallengethatgavemegreatpleasureandIwouldliketosharemyexperiencewithyou.

EileenAntoneeileen.antone@gmail.comAmemberoftheOneidaoftheThamesFirstNationisaretiredfacultymemberoftheTransitionalYearProgrammeoftheUniversityofTorontoandthedepartmentofAdultEducation,CommunityDevelopment,andCounsellingPsychologyOISE.EileenhasmanyyearsofexperiencewithAboriginalcommunitiesandorganizations,bothasacommitteememberandasaconcernedindividualadvocatingforAboriginalperspectives.SheisaformerDirectorofAboriginalStudiesandtheCentreforAboriginalInitiativesattheUniversityofToronto.Duringheracademiccareerthescholarlysubjectofherresearch,professionalwriting,teachingandfielddevelopmenthasbeenAboriginalknowledgeandtraditionalwaysofbeing.HerworkinAboriginalLiteracyfoundthatAboriginalliteracyfacilitatesthedevelopmentofself-determination,affirmation,achievementandsenseofpurpose.

LearningtheOnʌyota’a·kaLanguageasanAdult

MyparentsrefusedtotalktousinOnʌyota’a·katolearnthelanguagebecausetheydidn’twantustobepunishedatschoolforusingourownlanguage.Wewerecaughtinadichotomoussituation:Englishvs.Onʌyota’a·ka.InouryouthmysisterandIdidaskourMothertospeaktousinOnʌyota’a·kasowecouldlearnourlanguage.Itdidn’tworksoIthoughtthattherewassomethingmissinginmyknowledgeprocessesthatwouldnotallowmetoaccesstheOnʌyota’a:kalanguage.FormanyyearsIstruggledwiththoughtsofinadequacynotknowinghowgoaboutlearningthelanguage.

ItwasduringthetimeIwasstudyingtheEducationofNativePeopleusingacasestudyoftheOnʌyota’a·kapeople,thatIonceagainreflectedontheimportanceoftheOnʌyota’a:kalanguage.EventuallyIthoughttheremustbeawaytolearnOnʌyota’a:kabuthow?Lastwinter2013arefreshercoursewasofferedtoOnʌyota’a·kastudentswhohadtakenpartoneofanOnʌyota’a·kauniversitylanguagecourseofferedbyWesternUniversityduringthesummerof2012.Ihadn’ttakenthesummercoursebutmydaughterdidsoIthoughtmaybeImightbeabletolearnsomethingofthelanguageifIattendedtherefreshercourse.Ifoundoutthatalthoughmemoryisanimportantcomponentoflanguagelearningmemorizationisnot.Languageisacreativeprocessandittakesbasicpracticetocreatethelanguageyouwanttouse.

CarrieDyck(MemorialUniversityofNewfoundland)cdyck@mun.caAmosKey,Jr.,ActingExecutiveDirector,WoodlandCulturalCentre,amoskeyjr@woodland-centre.on.caAnimmersionprogramforintermediate-levelspeakersInthistalk,wedescribeapilotimmersionprogramdesignedmeettheneedsofGayogoho:nǫˀ(Cayuga)teachersatSixNations(nearBrantford,Ontario).WhileSixNationshashadimmersionprogramssincethe1980’s,thesituationinthecommunityhaschangedconsiderably.Inthepast,Elderstaughttheimmersionprograms.However,theEldersarenowmostlyintheir80s,andtheycannotteachforextendedperiodsoftime.TheyoungerpeoplewhonowteachGayogoho:nǫˀfeelthattheyarenotasfluentastheElders;yet,theyareconstantlycalledupontoteachthelanguage.TheywanttobecomemorefluentandtoincreasethenumberofteacherswhilethereisstilltimetolearnfromtheElders.

Theprogram,then,focusesontheneedsofintermediate-levelspeakers,asopposedtobeginners.Eldersattendtheprogramfortwotothreehoursaday.Theyworkwith(four)teachersand(three)studentsinaMaster-Apprenticesetting.Thegoalsareforteachersandstudentstolearnhowto‘bootstrap’themselvestotheleveloftheElders;theyalsowanttounlearn‘badhabits’(speechpatternswhicharisefromlearningthelanguageoutsideofaparent-childsetting).

ParticipantspledgetospeakonlyGayogoho:nǫˀduringtheprogram,andtheactivities(designedandleadbytheteachers)emphasizespeaking.Participantsalsogetspecificgrammaticalinstruction,throughexaminingdraftgrammars,andthroughaskingquestionsofElders.Totesttheeffectivenessoftheprogramdesign,theteachersrecordOralProficiencyInterviews(OPIs)thebeginningandendoftheprogram.

Marie-OdileJunker(CarletonUniversity)MarieOdile.Junker@carleton.caPuttinginformationtechnologiestoworkforaboriginallanguagespreservationandrevitalization/Engagerlestechnologiesdel'informationpoursouteniretrevitaliserleslanguesautochtonesCantheinternetandthewaveofmoderninformationtechnologies(IT)beputtouseinpreservingandpromotingtraditionallyorallanguagesandcultures?Around2000IstartedexploringhowthesetechnologiescouldhelptheAboriginallanguageEastCree,onwhichIwasworkingasalinguist,tosurviveandevenflourishinthe21stCentury.Awebsite,eastcree.orgwasborn,anddevelopedinpartnershipwithconcernedindividualsandinstitutions.Aparticipatoryresearchactionframeworkwasused.Overtheyears,multi-mediadevelopmentsincludedanoralstoriesdatabase,nowcontainingover500oralstories,anon-linedictionarythatisregularlyupdated,aterminologyforum,abookcatalogueforCreeliteracy,onlinelanguagegames,andresourcesforCreesyllabicwriting.FromaconversationCDandmanualco-producedin2002,awholeinteractivelinguisticatlasfortheAlgonquianlanguagefamilycametobe:www.atlas-ling.caevolvingnowintoadigitalinfrastructureforAlgonquiandictionaries.Inthispresentation,Ireflectonwhathasworkedwellandlesswellinthelast14years.CanInformationandCommunicationTechnologiesbeadaptedtoparticipatoryresearchwork,ormustmyworkandtheultimateusersofwhatweproduceadapttothetechnologies?HowdoInotbecomepartofamachinethatisnotjusthomogenizinglanguagesbutwholewaysofthinkingandliving?Iexplainthemethods,thetools,theparticipatorymodelandthevisionthathasguidedme.IlookattheuseofITandsocialmediaforlanguagepreservation.Ialsoidentifythechallengesthebuildinganduseofsuchresourcesencounterinthedigitaleconomy.

MargueriteMacKenzie(MemorialUniversity)mmackenz@mun.caLanguagemaintenanceinEastCree,NaskapiandInnu:afortyyearperspectiveAlthoughEastCree,NaskapiandInnu,spokeninQuebecandLabrador,areamongtheleastthreatenedaboriginallanguagesinCanada,theyareneverthelessunderpressurefromEnglishandFrench,sothatchildrenenteringschoolareincreasinglyperceivedtohavereducedcommunicationabilitiesinthefirstlanguageofthecommunity.ThesecloselyrelatedlanguageshavehadperhapsthebestsupportsofanyCanadianaboriginallanguageforthecreationofresourcematerials(dictionaries,grammars,children’sbooks)duetopartnershipswithlinguistswhichhavebeensustainedforoverfortyyears.Theimportanceofprovidingtrainingprogramsforteachersandinterpreter-translators,aswellasassessingandmonitoringtheproficiencyofspeakersonanongoingbasisisdiscussed,alongwiththeroleofcommunitymembersoutsidetheschoolsituation.WhileanimpressiverangeofinitiativeshasbeenintroducedwithintheCree-Naskapi-Innucommunities,allisnotwell.Elders,withtheirencyclopedicknowledgeofthelanguage,arepassingawayquickly,teachertrainingprogramsaredifficulttofundandsustain,well-meaningfamiliesintroduceEnglishandFrenchathome,code-switchingisendemic,denialofthethreatoflanguagelossisareality.Whatcanwe,aslinguists,doatthisstagetoassistlocallanguageactivistsintheevermoreimportantworkoflanguagemaintenance?

AlexMcKay(UniversityofToronto)alex.mckay@utoronto.caConnorPioncon.pion@gmail.comKiiwepiskaapiimon!RevitalizatizeyourLanguage!TheCentreforAboriginalInitiatives’IndigenousLanguageInitiative(ILI)supportstheUniversityofTorontocommunityinthestudyandeverydayuseofIndigenouslanguages.Itprovidesspace,programming,andsupporttothecommunityoflanguagelearnersandspeakerswithintheAboriginalStudiesProgram,UniversityofToronto,andthebroadercommunity.TheILIassistsinthecreation,facilitation,anddeliveryofIndigenouslanguageandculturalprogrammingforAboriginalandnon-Aboriginalstudents,languagespeakers,andlearnersatalllevelsvialanguageworkshops,conferences,andsocialandculturalactivities.TheIndigenousLanguageInitiativepresentsstudentsandcommunitymemberswithnumerousopportunitiestogaininsightabouttheimportanceoflanguageandculture,aswellassustainableandvibrantwaysofbothlearningandteachingIndigenouslanguages.TocontributetotheoveralldevelopmentofasustainableandvibrantIndigenouslanguagecommunityattheUniversityofTorontoandthebroadercommunitythroughthecreationofprojectsandresourcesthatpromotelanguageuseineverydaylifeby:Buildingalong-termlanguagelearningcommunitythroughsocialactivities,partnerships,andcollaborativeinitiatives,ProvidingexperientialopportunitiesbeyondtheclassroomthatarerootedinIndigenousworldview,cultures,values,traditions,andlanguages,andSupportingIndigenousstudentsandnon-IndigenousstudentsinvolvedorinterestedinthelanguageactivitieswithintheAboriginalStudiesProgramand/orthebroadercommunity.AlexMcKay,andConnorPionwillprovideabriefoverviewofthefoundationalAnishinaabemowininitiativesattheUniversity,theG.T.A.andsurroundingAnishinaabecommunitiesdeliveredinthepast,present,andaspirationsforthefuture.

SYMPOSIUMWITHTHECANADIANASSOCIATIONOFLANGUAGEASSESSMENTOnBeingAssessed

TuesdayMay27,1:00-4:35(includingAGMfollowingthesymposium)Organizers:BeverlyA.Baker(McGillUniversity):beverly.a.baker@mcgill.caChristineDoe(MountSt.VincentUniversity):Christine.Doe@msvu.caLiyingCheng(Queen'sUniversity):liying.cheng@queensu.caHeikeNeumann(ConcordiaUniversity):hneumann@education.concordia.caModerators:ChristineDoe(MountSt.VincentUniversity):Christine.Doe@msvu.caHeikeNeumann(ConcordiaUniversity):hneumann@education.concordia.caDiscussant:EuniceJang(OntarioInstituteforStudiesinEducation/UniversityofToronto):eun.jang@utoronto.caJannaFox(CarletonUniversity)Janna.Fox@carleton.caJohnHaggerty(UniversityofBritishColumbia):john.haggerty@alumni.ubc.caReachingstudents-at-risk:Thecaseofdiagnosticassessmentinfirst-yearengineeringIncreasingly,universitiesareusingpost-entrydiagnosticassessment(Alderson,2005;2007)toidentifyenteringstudentsat-riskandprovideearly,individualizedacademicsupport.However,whethersuchsupportshouldbemandatoryhasremainedaquestionofconsiderabledebate(Read,2008).ThispaperreportsonalongitudinalstudyoftheimpactofdiagnosticassessmentandpedagogicalinterventionsinaCanadianundergraduateengineeringprogram.Inyearoneofthestudy,489students(50%oftheengineeringcohort)wereassessedwithamodified,engineering-basedversionoftheDiagnosticEnglishLanguageNeedsAssessment(DELNA)(http://www.delna.auckland.ac.nz/).Studentswereinformedoftheirresultsandinvitedonavoluntarybasistomeetwithpeermentors.Only12(2%)ofthestudentssoughtfeedback,including3(11%)ofthe27studentswhowereidentifiedat-risk.Attheendoftheyear,10oftheat-riskgrouphaddroppedoutorwerefailing;7wereborderlinefailures;and10wereperformingwell(includingthe3at-riskstudentswhohadsoughtfeedback).Inyeartwo,899students(95%ofcohort)wereassessed,butonly33students(4%)voluntarilyfollowed-upontheirresults.However,therewasevidencethat3ofthesestudentsremainedintheengineeringprogrambecauseofearlydiagnosisandpedagogicalintervention.Inyearthree,thediagnosticassessmentwasembeddedwithinarequiredengineeringcourseandnumbersofstudentsseekingfeedbackdramaticallyincreased.Findingssuggestthatvoluntaryuptakeofdiagnosticfeedbackmaylimitimpact;whereasembeddingdiagnosticassessmentinthecontextofarequiredcoursedramaticallyincreasesthepotentialofreachingstudents-at-risk.MargaretDunlop(OntarioInstituteforStudiesinEducation/UniversityofToronto):maggie.dunlop@utoronto.caLearner-feedbackinteraction:HowlearnerscognitivelyprocessfeedbackconcerningFrenchasaSecondLanguageskillsThispaperreportsastudythatinvestigatedthecognitiveprocessestakingplacewhenFrenchasaSecondLanguage(FSL)learnersinterpretdiagnosticfeedbackreceivedindifferentpresentationmodes(textualvs.visual).Thestudyexaminedhowtheseprocessesdifferamongstudentswithdifferentlearnercharacteristics(i.e.,FSLproficiencylevel,goal-orientations).Thisstudycontributestocurrenttheoriesoflearner-feedbackinteractioninsecondlanguagelearning,acentralcomponentoftheassessment-for-learningpractices(Hattie&Timperley,2007;Vandewalle,2003)thatareakeyfeatureofeffectiveforeignlanguageinstruction.AnglophonestudentsatabilingualCanadianundergraduateinstitutionarecurrentlyreceivingreportsontheirFrenchlanguageskillsafteratest.Studentswererandomlyassignedtoatreatmentgroupandarereceiving‘holistic’or‘specific’feedbackthenparticipatinginoneactivity(50:50treatmentgroupratio).Thetestandreportsarecomputer-delivered.Inthisstudy,students(n=100)arecompletingasurveyimmediatelyafterreceivingtheirreport,orreceivingtheirreportwhileaneyetrackingdeviceisoperatingthenparticipatinginastimulatedrecallinterview(n=30).Theseactivitiesaredesignedtogatherdatasourcestoinvestigatecognitiveaspectsofstudents’attention,processing,interactionandplannedapplicationthatwillinformthefollowingresearchquestions:Howdolearnersengagewithandprocessfeedbackdifferently?Whatfeaturesofdescriptivefeedbackfacilitatedeepercognitiveprocessingamonglanguagelearners?Understandingthesequestionsmoredeeplywillenhanceourunderstandingofleaner-feedbackinteractioninsecondlanguageeducationwithfutureapplicationstodeliveringmeaningfulsecondlanguagefeedbackforcontinuedlanguagelearning.MaryamWagner(OntarioInstituteforStudiesinEducation/UniversityofToronto):maryam.wagner@utoronto.caDevelopmentofaCognitiveDiagnosticRubricforAssessingWritingforGeneratingFeedbackinSecondaryClassroomsFeedbackinsecondlanguage(L2)writingisamuchresearchedareaofstudy(e.g.,Ferris,2003;Lee,2003;Lyster&Ranta,1997);however,thereremainmanyunansweredquestions(Hyland&Hyland,2006).Investigationsoffeedbackhaveprimarilyfocusedonwhether:1)errorsand/orconcernshavebeenidentifiedinthewriting;2)thewritinghasincludedcomments;and3)thefeedbackhasprovidedcorrectionsandordescriptionsoferrors(Biber,Nekrasova,&Horn,2011).Thefocushasnotbeenonprovidingandevaluatingstudents’useofcognitivediagnosticfeedback(Balzeretal.,1989;Butler&Winne,1995).Suchfeedback1)addressesconceptualgapsinlearning;2)providesfeedbackoncognitiveskills(notknowledge);and3)providesopportunitiesforstudentstodevelopself-regulatorystrategies.Thepurposeofthisresearchwastodeveloparubricwhichoperationalizedthesefeedbackprinciples,andinvestigateditscapacitytodiagnosestudents’writingdevelopmentinthreetenthgradeclassrooms.Developingthecognitivediagnosticrubricinvolvedmultiplestepsincluding:1)drawingfromtheliteratureonL2writingandotherexistingratingscalestoidentifysalientsub-skillsanddescriptors;2)identifyingcorecurricularoutcomesandcourseobjects;and3)gatheringinformationandfeedbackaboutitsusefrombothteachersandstudents,andrefiningitaccordingly.Therubricincluded30descriptorswhichwereorganizedaccordingto6sub-skills:Ideas,Organization,Vocabulary,Sentences,Grammar,andMechanics.Therubricwasusedtogeneratecognitivefeedbackprofilesofstudents’writing(N=54)toinvestigatebothitseffectonlearners’writingdevelopmentanditsdiagnosticpotential.

PAPERPRESENTATIONS

AnnaAdjei-Barrett(UniversityatBuffalo)ab100673@gmail.comTask-BasedLanguageTeachinginSpanishasaForeignLanguageClassroomThisstudyexploredtheinfluenceoftask-basedlanguageteaching(TBLT)onadolescents’secondlanguage(L2)learninginsmallgroupinteractions.Specifically,itaimedtoinvestigatehowtheperformanceoftasksavailsnon-nativespeakers(NNS)opportunitiesinlanguagelearning,especiallyasevidencedthroughtheirconversationalmovesandthedevelopmentofstudent-generatedscaffoldingpractices.Alongitudinaldatawascollectedinanurbansettingwithatotalofforty-twoparticipantswhowereidentifiedasbeginnerlevelSpanishasaforeignlanguage(FL)learners.TwooftheclassesweredividedintosmallfocusgroupsofNNSsandtheirclassroominteractionswereinvestigatedforatotalofsixmonths.Quantitativedatawerecollectedthroughtheadministrationofpre-andpost-surveyandquestionnaire;Qualitativedatawerecollectedasaudioandvideorecordingsofinteractionsduringtasks,studentartifacts,observationalfieldnotes,andstudentintrospections.Inparticular,threeinput-providinglanguagetaskswereadministeredtohighlightstudents'sequentialinterrelatedconversationalmoves,aswellastheirlexicaldevelopmentresultingfromscaffolding.Thestudy’smainfindingsareasfollows:First,itsuggeststhatTBLTisausefulpedagogicalconstructfortheFLclassroom.Specifically,ituncoveredtheeffectiveengagementofstudents’languagedevelopmentthroughtheirstrategicuseofthetasks.Significantly,unlikehasbeensuggestedthroughinteractionalliterature,NNS/NNSscaffoldingfacilitatedL2lexicaldevelopmentthroughtheuseofacontextinwhichstudentsaskedquestions,responded,facilitatedcomprehension,andelicitedpeerandteacherfeedback.ThisstudycontributestoourknowledgeofFLpedagogy,drawsimplicationsforpractice,andextendsclassroom-basedresearchintheinvestigationofusingtask-basedmethodologyinanFLsetting.FakiehAlrabai(KingKhalidUniversity)falrabai@yahoo.comTheRoleofAffectiveVariablesinAchievementofEnglishasaForeignLanguageThisstudyattemptstoinvestigatehowavarietyofaffectivevariableslikelearnermotivation,self-confidence,attitudes,anxiety,andautonomyaccountforachievementinEnglishasaforeignlanguage.Atotalof874SaudilearnersofEnglishwererecruitedoveroneyearexaminingtheiraffectivefactorsandtherelationshipofthesefactorstotheirachievementinEnglish.A65-itemself-reportquestionnairewasusedtomeasurethedifferentaspectsoflearners’affectivevariables.Learners’achievementwasevaluatedusingtheirfinalgradesinthecourse.Levelsofaffectivevariablesaswellasacademicachievementwereidentifiedusingdescriptivestatisticslikemeanandstandarddeviation.MultipleregressionanalyseswereusedtorevealthepercentagethateachoftheaffectivevariablesaccountsforinachievementofEnglishlanguagebythestudysubjects.ThefindingsofthestudyrevealedthatSaudilearnersaregenerallylow-achieversofEnglish.Ithasalsobeenfoundthatalltheaffectivevariablesinvestigatedinthecurrentstudysignificantlyaccountedforlearners’lowachievement;withtheirlowlevelsoflanguagemotivationandthenegativeattitudestowardslearningtheforeignlanguagebeingthemostpredictorsofthisphenomenon.Thisstudyinvestigatedtheroleofavarietyofaffectivevariableslikelearnermotivation,self-confidence,attitudes,anxietyandautonomyinlearningEnglishbyasampleof874SaudiEFLlearners.Ithasbeenfoundthatlearners’motivationandattitudeswerethemostpredictorsoflearners’achievementinEnglishlanguage.LauraAmbrosio(Universitéd'Ottawa,Institutdeslanguesofficiellesetdubilanguisme)Laura.Ambrosio@uOttawa.caLanguages:BridgesandmeetingpointswithFREPAThispresentationisaboutanewframeworkofreferenceforpluralisticapproaches(CARAP/FREPA),atheoreticalandpracticalsupportresourceelaboratedbyateamoftheEuropeanCenterforModernLanguages(ECML).FREPAproposestheadaptationoffourapproaches,inthebuildingofguidelinesforteachers,programs‘coordinatorsoradministrators,havingtoelaboratepedagogicalactivitiesinandformulticultural,multilingualsettings.Thisresourcebuildsupontheskills,knowledgeandattitudesofthelanguagelearnerstoenhanceandenrichtheirappreciationofanothercultureorlanguage.RandyAppel(ConcordiaUniversity)je.appel@gmail.comPavelTrofimovich(ConcordiaUniversity)Pavel.Trofimovich@concordia.caCorpus-drivenidentificationofformulaicsequences:AstepforwardFormulaicsequences(FSs)arefrequentlyoccurringprefabricatedmulti-wordstructures,suchasontheotherhand,bytheway,orthefactthat.Thesestructuresareimportantbecausetheyaidproductionoffluentandappropriatediscourse.AfocusonFSsismotivatedbyusage-basedmodelsoflanguage,whichclaimthatlearningunfoldsasmeaningfulandrecurrentpatternsaredetectedininput(e.g.,Goldberg&Casenhiser,2008).Withinthisperspective,FSsemergeasideal‘buildingblocks’oflanguage,duetotheirsaliencyandfrequencyofoccurrence.AlthoughFSsmayofferpotentialbenefitsforlanguagelearners(Nattinger&DeCarrico,2001),theyhaveprovendifficulttoidentifyobjectively,andcurrentcorpus-drivenmethodsresultinstructurallyincomplete,overlapping,oroverlyextendedstructures.Theselistscanbemisleadingandareoflittlehelptolanguagelearnersorteachers.Thisstudyaddressedtheseissuesusingthestatisticalmeasureoftransitionalprobability–apreviouslyunusedmeasureinthisfield.Transitionalprobabilityassesseswordassociationstrengthtoindicateutteranceboundaries,therebyleadingtomoreaccurateidentificationofFSs.Asatestcasefortheapplicationofthisstatistic,theBritishNationalCorpuswasusedtodemonstrateimprovementsinthestructuralandfunctionalclarityofidentifiedsequences.Thesesequenceswerethenpresentedto30nativeand30nonnativeEnglishspeakersinawordassociationtask.Resultsshowedthatspeakerjudgmentswerecloselyassociatedwithwordassociationmeasuresbasedontransitionalprobability.Implicationsofthesefindingsandareasforfutureresearchrelatedtotheapplicationofthesemethodsarealsodiscussed.StephanieArnott(UniversityofOttawa)sarnott@uottawa.caJessicaMcGregor(UniversityofOttawa)jmcgr067@uottawa.caDefyingthetrend:WhydoOntarioGrade10studentscontinuetostudyCoreFSL?MoreandmoreCanadianstudentsaredroppingoutofCoreFrenchasaSecondLanguage(CF)programs(CPF,2008),withonly3%ofOntariostudentsremainingintheprogramthroughtheendofGrade12(CPFOntario,2008).BoththeOntarioMinistryofEducation(2013)andresearchers(Author,XXXX)havecalledforstudiesexaminingstudentengagementinFSLprograms.However,onlyasmallnumberofstudieshaveexaminedtheFSLstudentexperiencetodate–somehavefocusedonadultCFgraduates(APEF,2004;Mady,2012)ormultilingualsecondaryCFstudents(Mady,2010),whileothershaveinvestigatedtheperspectivesofstudentsfromotherCanadianFSLprogramslikeIntensiveFrench(e.g.,Carr,2009),orFrenchImmersion(e.g.,Makropoulos,2010a,2010b).InresponsetothelackofempiricalinterestintheCFstudentexperience,thisstudyexaminedfiveGrade10studentsfromanurbanhighschoolinOntariowhodefiedtheenrolmenttrendbychoosingtocontinuestudyingCF.ThisinquirywastheoreticallygroundedinDornyei’s(2009)MotivationalSelfSystems(MSS)framework,methodologicallysupportedbyamulti-casestudydesign(Stake,2006)andpracticallyenactedbyindividualinterviews(oneperparticipant).Theprotocoladapteditemsfrominstrumentsusedinotherstudies(e.g.,MacIntyre,MacKinnon&Clément,2009)toexaminetherelationshipbetweensecondlanguage(L2)learners’self-representationsandtheirmotivationforL2learning.In

additiontoresearchfindings,theneedforCFpedagogytobeinformedbystudentvoicesandimplicationsforfutureL2researchadoptingtheMSSframeworkwillalsobediscussed.PatriciaBalcom(UniversitédeMoncton)patricia.balcom@umoncton.caIstransportabilitytransferable?AdverbplacementinL1Arabic,L2EnglishandL3French.ThisstudyexaminesadverbinL2EnglishandL3FrenchbylearnerswhoseL1isEmiratiArabic.ThepreferredpositionforadverbsoffrequencyandnegativeadverbsinEmiratiArabicisSAVO,butSVAO,SVOAandASVOordersareacceptable.ForadverbsofquantityandmannerthepreferredorderisSVOA,butSAVO,SVAOandASVOarealsoacceptable.ThisillustrateswhatFassiFehri(1993:13)callsthepropertyof“transportability”thatcharacterizesthedistributionofadverbsinArabic.Totapthispropertyapicture-descriptiontaskwasdeveloped.Participantswereaskedtowriteuptothreesentencesdescribingninelabelledimagesusingallofthewordsontheimage.Iftheythoughttherewerefewerthanthreepossiblesentences,theywereaskedtowrite“nootherway”.Thetaskwasadministeredtothesamelearnersinthethreelanguages.ResultsshowedthatwhiletheparticipantsdemonstratedtransportabilityontheArabictask,withanaverageof8.25/9responseswith2or3responses,inEnglishtheaveragenumberis4/9whilewithFrenchitis2/9.FreeradverbplacementinEnglishislikelyduetoinputintheL2ratherthanL1transfer.TransportabilityintheL1andfreeradverbplacementintheL2didnottransfertotheL3attheearlieststages,andresearchwithmoreadvancedlearnersisnecessarytoseeifthereistransferatsubsequentstagesindevelopment.AlenaBarysevich(YorkUniversityGlendoncampus)abarysevich@glendon.yorku.caEnseignerdeslanguessecondesenligneLescoursenligneoffrentàungrandnombred’apprenantsunlargeaccèsàuneexpérienceéducativeflexibledansletempsetl’espace.Maisplusieursaspectsconcernantl’apprentissagedescoursdelanguesoffertsenlignerestentmoinsclairs.Parexemple,est-cequelaqualitédescoursenligneestlamêmequedescoursdeslanguesoffertsface-à-face?Commentadopterlesthéoriesetlesstratégiesnovatricesdansladidactiquedeslanguessecondesdansleformatenligne?Commentorganiserlecontenu?Commentévaluerenligne?Cettecommunicationabordelathéorieetsurtoutlespratiquesdel’apprentissagedescoursdelanguesoffertsdansleformatenligne.Nousmontronscommentnousavonsincorporédesméthodescommunicativescentréessurl'apprenantdansquelquescoursdeFLS(françaislangueseconde)conçusenligneparnotreéquipe.Enpremierlieu,notrecommunicationdécritlesstratégiesdecréationdesmodulesd’autoapprentissageenlignecentréessurl’apprenantetl’apprentissage(Weimer2002).Paraprès,nousdécrivonslesméthodesquicontribuentàcréerl’apprentissageplusauthentiqueetdurabledesapprenantsprenantdescoursenligne(miseenvaleurdel’apprentissagecollaboratifetinteractif;supporttechnologique,entreautres;JanickietLiegle2001).Entroisièmelieu,nouspartageonsquelquesoutilsinteractifsquiassurentlacréationdelacommunautéenligne,propiceàl’apprentissagecollaboratifetcoopératif(Rovai2002).Pourterminer,nousmontronscommentl’apprentissageenlignealepotentieldedévelopperdesmécanismesd’auto-apprentissage,d’auto-motivation,depenséecritique,detravailcollaboratifetd’apprentissagecontinuchezlesapprenantsdelanguessecondes.RoseleneBatista(ConcordiaUniversity)rds_jor@education.concordia.caMarliseHorst(ConcordiaUniversity)marlise@education.concordia.caANewVocabularySizeTestforFrenchL2LearnersSecondlanguageacquisitionresearchersareincreasinglydemonstratingthatvocabularysizehasanimportantimpactontheabilitytouseasecondlanguage.Itisnowwidelyrecognizedthatreceptivevocabularysizeplaysamajorroleinreadingcomprehension.Forinstance,researchshowsthatEnglishL2learnerswhoknowapproximately9,000wordscanunderstandauthentictextsadequately(Nation,2006).ButhowmanywordsdoFrenchL2learnersneedtoknowtoaccomplishthesametask?InordertoestimatethevocabularysizeofFrenchL2learners,wecreatedandtrialledameasureofreceptivevocabularyknowledgedrawnonrecentcorpus-basedfrequencylistsforFrench(Lonsdale&LeBras,2009).Ourstudydescribesthedevelopmentandvalidationofthetest,calledTestdelatailleduvocabulaire(TTV).TheTTViscloselymodeledontheVocabularyLevelsTest,areliableandusefultoolforassessingvocabularysizeinEnglishdevelopedbyNation(1983,1990)andimprovedbySchmitt,SchmittandClapham(2001).ApaperversionoftheTTVwasadministeredto200adultlearnersfromthreeproficiencylevels.Resultsconfirmedthevalidityofthetest:Scoresindicatedthatthehighertheproficiencylevelofagroup,thegreatertheirvocabularysize.Averagescoresbasedoneachfrequencysectionshowedtheexpectedgradualdeclineacrossthefrequencylevels,withmeanscoresonmorefrequentwordsconsistentlyhigherthanthoseforlowerfrequencywords.Interviewswiththeparticipantsconfirmedthattheyknewthemeaningsofwordstheyhadansweredcorrectlyonthetest.RenéeBourgoin(UniversityofNewBrunswick)bourgoin@unb.caPaulaKristmanson(UniversityofNewBrunswick)pkristma@unb.caJoeDicks(UniversityofNewBrunswick)jdicks@unb.caDaveWagner(UniversityofNewBrunswick)dwagner@unb.caTalkingaboutmath:LinguisticrepertoiresofFrenchimmersionstudentsLanguagedevelopmentincontentareasinimmersionhasbeenthefocusofresearchandwritingoverthelast20years(e.g.,Christian,1996;Cormier&Turnbull,2009;Gibbons,1993;Lyster,2007;Pierce,2000;Seewald,2007).HowdoFrenchimmersion(FI)studentstalkaboutmathematicalconceptsintheirsecondlanguage(L2)?Whatlinguisticandnon-linguisticresourcesdotheydrawupontonegotiateideassuchasprobability?Aretheredifferencesinstudents’languagerepertoiresastheymovethroughtheimmersionprogram?ThesequestionsarethefocusofaSSHRCfundedresearchprojectwhichisacollaborationbetweenmathematicsandsecondlanguageresearchersandeducators.InspiredbyearlierworkbyWagner,Kristmanson&Herbel-Eisenmann(2011),thispaperwillpresentdatacollectedaspartofalarger3-yearlongitudinalstudyaimedatexploringthelinguisticandnon-linguisticresourcesusedbystudentsstudyingmathematicsintheirL2.A"systemicfunctionallinguistics"approachtodiscourseanalysis(Martin&Rose,2005)isusedtoexaminetheinteractionaldatagatheredfromGrade3,Grade6andGrade9FIstudentstoshedlightonthesimilaritiesanddifferencesamongthesethreegroupswithrespecttohowtheycommunicatetheirunderstandingofprobability.ResearchersinterviewedsmallgroupsofFIlearnersduringandaftermathematicsactivitiesthatinvolvednegotiatinganddiscussingmathematicalprobability-relatedscenarios.Analysesrevealedsomedifferencesinthelinguisticrepertoiresusedbythethreegroupsoflearnerstoexpressmodality(degreesofcertainty).However,despitethesedifferences,analysisalsoshowedthattherewasarelianceonsimilarlinguisticstructuresatallthreelevels.GenevièveBrisson(UniversityofBritishColumbia)genevievebrisson@gmail.comFrancophone,Anglophone,orMultipleIdentities?TheCaseofPlurilingualStudentsInthispaper,Idiscussplurilingualstudents’processesofidentityconstruction.Theparticipantsinthisqualitativecasestudywerefourgrade-6studentsattendingaFrancophoneminorityschoolinBritishColumbia.Iexplorewhatidentitypositionsweremadeavailabletothesestudentsduringliteracyactivities,andwhichofthesepositionstheyadoptedoradapted.Usingadiscourseanalysisapproach,I

exploremomentsofpositionsinvolvingplurilingualstudentsintheclassroom,andfocusonlinguisticmeansofnegotiationofidentitypositions(Pavlenko&Blackledge,2004)suchascode-alternation,codeswitching,andtheusesofrhetoricalstrategiessuchasavoidanceoropposition(Canagarajah,2003).Inthispaper,Iemploytheframeworkofplurilingualism(Marshall&Moore,2013;Moore,2006),whichchallengestraditionaldefinitionsofbilingualismandmultilingualism.FollowingMarshallandMoore(2013)Idefinetheplurilingualspeakerasasocialactorwhodevelopsa“repertoiremadeupofvariouslanguages,varietiesandcombinationsoflanguages,variedexperiences,anddifferentformsofknowledge”(p.478).FurthermoreIuseapositioningframeworktotheorizeidentity.Positioningtheoryarguesthatidentityconstructioninvolvesinterplaybetweeninteractivepositioning—whenanindividual(oragroup)positionsanother—andreflexivepositioning—whenanindividualpositionshim/herself(Davies&Harré,1990;Pavlenko&Blackledge,2004).Interactiveandreflexivepositioningmaybecontestedand,accordingtoPavlenkoandBlackledge(2004),individuals(suchasplurilingualstudents)mayfindthemselvesin“aperpetualtensionbetweenself-chosenidentitiesandothers’attemptstopositionthemdifferently”(p.20).LarissaBuss(ConcordiaUniversity)larissacks@gmail.comSaraKennedy(ConcordiaUniversity)sara.kennedy@education.concordia.caDevelopmentofDiscourseStructureinL2GraduateStudentPresentationsForuniversitygraduatestudentsstudyinginasecondlanguage(L2),academicspeakingcanposesignificantchallenges.Researchongraduatestudentpresentationsandlectureshasshowndifferencescross-sectionallybetweennativeandL2studentsinusesofintonation,lexis,andinformationstructure(e.g.,Pickering,2004).Longitudinally,studieshavetargetedL2students’socializationintoacademicpresentationgenres(e.g.,Zappa-Hollman,2007).However,littleisknownaboutspecificchangesinthecontentandorganizationofL2graduatestudentpresentations.Thisinformationisnecessarytoidentifykeyinstructionaltargets.ThecurrentstudytracksthelongitudinaldevelopmentoffourL2graduatestudentsataCanadianuniversityintheiruseofdiscoursestructureinpresentations.Thestudentstooknoacademicspeakingcourses.Atthebeginningandendoftwosemesters,studentsrecordedfive-minutepresentationsexplainingakeyconcept/termintheirfieldtoanimaginedaudienceoffirst-yearundergraduates(4presentations,26weeks).Presentationtranscripts,segmentedintoideaunits,wereanalyzedusingamodifiedversionofYoung’s(1994)discoursestructureframeworkforacademiclectures,resultinginameasureofideaunitratiosineachdiscoursecategory.Forallstudents,developmentwasmostevidentinthefinalsemester,centringonorganization.Presentersusedmorediscourseorganizerstoannouncethenextpointtobediscussedandprovidedmoresummariesofthepresentationtothatpoint.Noclearpatternsofchangewereseenintheelaborationofspecificpointsorevaluationsofapoint’ssignificance.Resultswillbediscussedinlightofthetargets,timinganddurationofacademicspeechinstruction.WendyCarr(UniversityofBritishColumbia)wendy.carr@ubc.caCanadianBilingualismandSocialCohesion:PerspectivesofEnglish/FrenchasAdditionalLanguageLearnersinBritishColumbiaCanada’sOfficialLanguagesSupportPrograms(CanadianHeritage,2003)stateamongtheirintendedoutcomesthatallCanadianssupportlinguisticduality,andasaresultsocialcohesionisincreased.ThesegoalsareexaminedfromtheperspectivesofEnglishasadditionallanguage(EAL)studentslearningFrenchinBritishColumbiaandthoseoftheirparents.Findingsfromtwostudiesinurbanschooldistrictsareexamined:onefromastudythattookplacefrom2004to2008andanotherin2012.Inbothstudies,theauthorconsiderstherelationshipbetweenlanguage,identityandeducationandhowglobalandmarketforcesinfluenceindividualchoices(Bourdieu&Passeron,1990;Dagenais,2003;Heller,2001;Norton,2000).Feedbackshowsthatshort-andlong-termbenefitsweresought,includingadvantagesrelatedtoCanadiancitizenshipandidentity.Dataforbothstudentsandtheirparentsshowthatlanguageisanassetworthacquiring,andlanguage(FrenchandEnglish)isacomponentofaCanadianidentity.ThestudiescorroboratetheOrganisationofEconomicCooperationandDevelopment’s(2001)positionthatthepursuitofeducationforoneselforone’schildrenisakeyelementinhumanandsocialcapital.TheyalsoreinforceMady’s(2007,2010)positionthatEALstudentsplayacriticalroleinhelpingCanadaachieveitsgoalsforlinguisticduality,which,accordingtoCanadianHeritage(2003),leadstoincreasedsocialcohesion.TeresaCastineira(BeneméritaUniversidadAutónomadePuebla)t_castineira@yahoo.comLeonorJuárezGarcía(BeneméritaUniversidadAutónomadePuebla)leonorjuarezgarcia@gmail.comMichaelWitten(BeneméritaUniversidadAutónomadePuebla)michaelwitten1@yahoo.comExploringGenderedViewsinArgumentativeEssays:ACritical,SFLApproachThedevelopmentofcriticaldiscourseanalysis(CDA)(Fairclough,1994)hashadastrongimpactonforeignlanguageteachingcontexts.InthispaperweexaminegenderperceptionsfromaCDApointofview,basedonatransitivityanalysis(Halliday,1994)ofSpanishargumentativeessayswrittenbyfutureEnglishlanguageteachersinaMexicancontext.Weaddressthefollowingresearchquestions:WhatarethemainprocessesutilizedinargumentativeessaysdealingwithgenderissuesinSpanish?Howdoparticipantsframetheirgenderviewsasdiscursivelyconstructedargumentsandvice-versa?AcademicSpanishhasnotbeensufficientlyexaminedfromacritical,SFLperspective,therefore,wetakeaCDAapproach,utilizingSFLasananalyticaltool.Weanalyze10essayswrittenafterparticipants’hadfinishedaunitintheirEnglishtextbooksentitled“Whenthesoldierisawoman”.Duetothecontroversiesgeneratedbythisunit,theteacheraskedlearnerstowriteanargumentativeessayundertheproposition“Awoman’splaceisathome”(ellugardeunamujerestáensucasa).TheessayswerewritteninSpanishinordertoallowstudentstousemorelinguisticresources.Weselectedfiveessayswrittenbymaleandfivewrittenbyfemaleparticipants.Althoughthisisanin-progressstudy,andgeneralizationscannotbemade,findingssuggestatendencytoutilizematerialprocessestorepresentwomen’sdistinctroles.Studentsuserelationalprocessestodescribewomen’sidentities,andmentalprocessestoconstructargumentsandexpressfeelingsandemotions.SpanishexampleswillbetranslatedintoEnglish.SeungheeChung(CarletonUniversity)seungheechung@cmail.carleton.caEvaKartchava(CarletonUniversity)Eva.Kartchava@carleton.caElementaryESLteachers'beliefsabouttheuseofdigitaltechnologyintheclassroomIthasbeenlongacceptedthatteachers’beliefsguidetheirclassroompractices.Thisisalsotrueoflanguageteachers’beliefsaboutgrammarinstruction(Schulz,2001;Borg,1999),errorcorrection(Schulz,1996),andliteracy(Johnson,1992).Yet,inthecurrentageofhigh-techandthepushtoincorporatetechnologyinlanguageteachingbythemainstreameducation,littleisknownaboutwhatteachersthinkandfeelabouttechnology(specificallydigitaltechnology)integration.Suchinquiryisimportantbecauseifteachersdonotbelieveintheeffectivenessoftechnology,itisverylikelythattheywillnotuseitregardlessofwhatthepublicandpolicymakerssayandwhattheirstudentsexpect.Consequently,suchadisaccordcouldleadtofailedlearningandteachingopportunitiesforbothteachersandstudents.Thisstudysurveyedthebeliefsthatpre-serviceandin-serviceESLelementaryschoolteachersinOntario(n=100)holdaboutdigitaltechnologyintheclassroom.Theparticipantscompletedathree-partbeliefsquestionnaire,wheretheyhadtoindicateagreementordisagreementwiththestatementsaboutdigitaltechnology(Part2)aswellastodescribethewaysinwhichtheyuse(actualpractice)orwouldliketouse(idealpractice)digitaltechnologywithintheirteaching(Part3).Someoftheparticipants(n=20)werelatermetforone-on-oneinterviews.Theresultssuggestthatwhileoveralltheteachersvaluetechnologyanditsuseintheclassroom,therearedifferencesbetweenthetwogroups.Thesedifferencescouldpotentiallybetracedbacktotheteachers’experiencesaslearners,teachers,andtechnologyusers.

ChristineConnelly(OntarioInstituteforStudiesinEducation/UniversityofToronto)christine.connelly@utoronto.caRethinkingcriticalpedagogyinthecontextofframingsoflinguistic/culturalidentityconstructionWithrecentattentiontoimproving“youthengagement”infrancophone‘minority’contexts,thereisaneedtocriticallyexaminethetermsoflanguageplanningprovidedviaofficialdiscourse,aswellasyouthresponsestolanguage,cultureandidentities,especiallywithrespecttobilingualismandplurilingualism.Despiteeffortstoenhancethefrancophoneschoolinitstriplemandateoflinguisticandculturalreproductionandacademicexcellence,thenatureofexpectationsof“youthengagement”hasbeenmetwithconcernbyfrancophonescholarswhofindthatavisionoffrancophonecriticalpedagogycannotsimplybeaquestionofreaffirminga“vitalintention”(Thériault&Meunier,2007)orconceivingofthefrancophonecontextasacollectivecommemorationofastabilized“firstculture”oforigin(Farmer,2008).Notonlyissuchavisionoutofstepwithyouthperformativities,butitimpliesadangerouscourseofovergeneralization,essentialismornaiverealism(Gur-Ze’ev,2005)thatrisksreproducingthemarginalizationofthosewithoutsuchclaimstothedominantfranco-ontarianorigin.Acasewillbemadeforabroaderconceptionoffrancophonesocialtransformationwithrespecttolanguage,cultureandidentityineducation.Datawillincluderecentprovincialpolicydocuments,notesfromthe2013ACELFconferencedocumentingyouthresponsestoFrenchlanguage,cultureandidentityinthefrancophoneschool,andvideofootagefromhttp://montrestutalangue.com/2013/04/05/les-capsules/.Thepaperwillpresentacriticaldiscourseanalysisandwillsuggestasociolinguisticmethodologyofreading“youthengagement”withlanguage,culture,identityandeducationdrawingoncriticalpedagogyandculturalstudies.ShelleyCooke(UniversityofWesternOntario)scooke8@uwo.caFarahnazFaez(UniversityofWesternOntario)ffaez@uwo.caSelf-efficacybeliefsofnoviceelementaryFSLteachersThispaperreportsonastudyexaminingtheself-efficacybeliefsofnoviceelementaryFrenchasasecondlanguage(FSL)teachersinOntario.InfluencedbytheworkofBandura(1977,1997)anddrawingontheknowledgeandskillsoutlinedbySalvatoriandMacFarlane(2009)foreffectiveFSLinstruction,thisresearchexplorestheself-efficacyappraisalsofcoreFrench(CF)andFrenchimmersion(FI)teachersinfourcategories:generalteachingmethodology,secondlanguagepedagogy,languageproficiencyandculturalknowledge.Thestudyutilizedamixed-methodsapproachanddatawerecollectedfrom27practicingFSLteachers,CF(n=14)andFI(n=13),intheirfirstthreeyearsofteaching.Participantscompletedaquestionnairewhichexploredtheirself-perceivedefficacyinavarietyofareasrelatedtodeliveringeffectiveinstructioninFSLprograms.Fourteachersparticipatedinfollow-upsemi-structuredinterviewsinwhichtheywereaskedaboutfactorscontributingtotheirsenseofefficacy.OverallfindingsindicatedthatFIteachersdemonstratedahighersenseofefficacycomparedtoCFteachersinallfourcategories.Fiveimportantfactorswereidentifiedthroughthequestionnaireandinterviews:(1)challengeswithresources;(2)languageproficiency;(3)themarginalizationoftheCFprogramandteachers;(4)thevalueofcollaborationwithcolleagues,and(5)difficultiesinclassroommanagement.ThefindingshaveimplicationsforFSLteachereducators,professionaldevelopmentprograms,andeducationalinstitutionswhoarecommittedtopreparingqualifiedlanguageteachers.JamesCorcoran(OntarioInstituteforStudiesinEducation/UniversityofToronto)james.corcoran@utoronto.caPublish(inEnglish)orPerish:ACaseStudyofMexicanScientistsAcademicWritingforPublicationTheglobaldominationofEnglishasanInternationalLanguageofScience(EILS)hasplacedwhatmanyhavetermedan“inequitable”burdenonnon-nativeEnglish-speaking(NNES)scholarswhencomparedtotheirnativeEnglish-speakingcounterparts(Clavero,2010;Hammel,2007;Lillis&Curry,2010).WhilebarrierstoNNESscientists’academicwritingforpublicationhavebeenthesubjectofseveralstudies(Flowerdew,2007;Hanauer&Englander,2013),littleresearchhasfocusedontheimpactofthedominationofEILSoncurrentand(especially)emergingscholars’writingandpublicationpracticesinLatinAmericanuniversities.ThispresentationhighlightsfindingsfromacomparativecasestudyofMexicandoctoralstudentsandfacultyattemptingtopublisharticlesinfield-specificEnglishlanguagejournalsinordertoobtainacademicadvancement.ParticipantswerepartofanintensiveacademicwritingcourseofferedinCanadaandMexicoaimedatmitigatingacademicwritingbarriersfacedbyemergingMexicanscientists.Qualitativedatacollectionmethodswereemployedinthiscasestudy(pre-andpost-courseonlinesurveys,semi-structuredinterviews,focusgroups)toascertainthemajorbarrierstoacademicwritingforpublicationinEnglishaswellasstakeholderattitudestowardsthedominanceofEILS.Initialfindingsfromthestudy,includingmajorbarrierstopublication(L1-L2transferissues;insufficientknowledgeofpublishingnorms;timeconstraints)andtheimplicationsthesefindingsraiseforEnglishforAcademicPurposespractitionerswillbeexplored,includingapotentialmodelforacriticalpragmaticapproachtotheteachingofacademicwritingforpublication.DustinCrowther(ConcordiaUniversity)dustincrowther@gmail.comPavelTrofimovich(ConcordiaUniversity)pavel.trofimovich@concordia.caTaliaIsaacs(UniversityofBristol)talia.isaacs@bristol.ac.ukKazuyaSaito(WasedaUniversity)kazuya.saito@waseda.jpDifferentiatingaccentfromcomprehensibility:TheimportanceoflearnerbackgroundComprehensibilityandaccentareimportantconceptsinresearchonsecondlanguage(L2)speechlearning.comprehensibilityreferstohoweasilylistenersunderstandL2speech,whileaccentdenotesthedegreetowhichL2speakerssoundnativelike.Comprehensibilityandaccentareinterrelatedyetpartiallyindependentconstructs(e.g.,Derwing&Munro,2009),butitisstillunclearwhichlinguisticdimensionsofspeechlistenersuseinevaluatingeachconstruct.Recentstudies(e.g.,Trofimovich&Isaacs,2012)haveshownthatwhileaccentislinkedtophonology(e.g.,segmentalerrors)comprehensibilityisadditionallyrelatedtofluency,lexicon,andgrammar.However,thesefindingsarebasedonalimiteddataset,withlearnersfromonlyonelanguagebackground(French).Therefore,thisstudyexaminedlinguisticinfluencesoncomprehensibilityandaccentforlearnersfromfourlanguagebackgrounds,withthegoalofclarifyingfirstlanguageeffectsonperceptionofcomprehensibilityandaccent.Theparticipantswere60university-leveladultlearnersofEnglishfromfourlanguagebackgrounds(Chinese,Farsi,Hindi,Romance),performingapicturenarrativetask.Learners’audiorecordingswereevaluatedby10nativelistenersusingglobalperceptualjudgmentsoncontinuousslidingscalesfor10speechmeasurestargetingsegmental,suprasegmental,lexical,grammatical,anddiscourse-levelvariables.Preliminaryanalysesindicateacomplexpicture,withcertainvariables(e.g.,wordstress)relatedtobothcomprehensibilityandaccentforsomegroups(Romance,Hindi)andothervariables(e.g.,intonation)linkedmoretoaccentthantocomprehensibilityforothergroups(Chinese).ThesefindingsarediscussedinlightofthedevelopmentandimplementationofpedagogyandassessmenttargetingL2comprehensibilityandaccent.

KarlaCulligan(SecondLanguageResearchInstituteofCanada/UniversityofNewBrunswick)kculliga@unb.caJosephDicks(SecondLanguageResearchInstituteofCanada/UniversityofNewBrunswick)jdicks@unb.caPaulaKristmanson(SecondLanguageResearchInstituteofCanada/UniversityofNewBrunswick)pkristma@unb.caDavidWagner(SecondLanguageResearchInstituteofCanada/UniversityofNewBrunswick)dwagner@unb.caCollaborativeproblem-solvinginFIMathematicsWorkingcollaborativelyonproblem-solvingtaskscanallowFrenchimmersionstudentstodiscussandattendtodifferentaspectsoftheirsecondlanguageandcontributetotheirlearning(Swain&Lapkin,1998).Whenstudentsworkonproblemsgiveninacontentarea,forexample,mathematics,thereispotentialforbothlanguageandcontentlearningthroughthesesocialinteractions.Thispaperexplorestheroleoflanguageinstudents’interactionsduringproblem-solvingtasksandsubsequentstimulatedrecallinterviews.Weapproachourdiscussionlookingthroughasocio-culturaltheorylens(e.g.,Lantolf,2000),drawingonVygotskianideas,mainlythezoneofproximaldevelopment(Vygotsky,1978),andVygotskian-inspirednotionssuchasscaffolding(e.g.,Donato,1994)andlanguaging(e.g.,Swain,Kinnear,&Steinman,2011).DatawerecollectedaspartofaSSHRCfunded,3-yearlongitudinalstudyaimedatexploringthelinguisticandnon-linguisticresourcesusedbystudentsatdifferentgradelevelsstudyingmathematicsintheirL2,whichwasinspiredbyanearlierworkbyWagner,KristmansonandHerbel-Eisenmann(2011).Usingasystemicfunctionallinguisticsapproachtodiscourseanalysis(Martin&Rose,2005),thispaperexploresthelinguisticinteractionsofFrenchimmersionmathematicsstudentsatthegradefour,six,andninelevelsastheyworkedonproblem-solvingmathematicstasksrelatedtoprobabilityandtheninteractedwithinterviewersasanextensionoftheproblem.Resultsrevealthatpeerandinterviewerscaffoldingisusedtoaddresslinguisticandcontentissues.Furthermore,datasuggestthatstudents’L1mayplayaroleastheyworkthroughproblemsandinterviewquestions.LynnDempsey(BrockUniversity)ldempsey@brocku.caEmergenceofstorycomprehensionabilitiesinpreschoolagechildrenTofullyappreciatehowchildren’sliteracyskillsdevelop,attentiontooralstoriesisessential.Itisinthismediumthatchildrenbegintodevelopthenarrativeskillsthatarecriticaltotheirsuccessinreading(Paris&Paris,2003).Thepurposeofthisstudywastoexploretheemergenceofliteracyskillsbyexaminingyoungchildren’searlyrepresentationsoforalstories.Generally,preschoolersarecharacterizedasunderstanding“bitsandpieces”ofstoriestheyhear(Nelson,1996,p.207).Theaimofthisstudywastodescribethese“bitsandpieces”inasystematicway.Across-sectionaldesignwasemployedtocomparetheoralstorycomprehensionabilitiesofthreegroupsofpreschool-agechildren.Fifty-eightchildrenaged2½,3,and4-years-oldwerereadastorybasedonafamiliarevent,thenparticipatedinajointretellingofthestory,duringwhichtheywerepromptedtosupplytenpre-selectedstoryelements(e.g.,objects,actions,locations).Resultsindicatedthattheabilitytograsptextelementsemergesasearlyas2½yearsofageandimprovesnotablyattheageof3.Theearliestelementsevidentinchildren’sstoryrepresentationswerelocations,objects,andgoals.Performancepatternsconfirmedtheimportanceofscriptsinguidingearlystorycomprehension(Hudson,1988;Nelson,1996),anddemonstratedtheimportanceofearlysemanticcategoriesintheemergenceofliteracy.Datafromthisstudysuggestthatchildrenbeginonthepathtowardnarrativecomprehensionbygraspingtheobjects,actors,actions,andlocations,whichmakeupthetextstheyhear.TraceyDerwing(UniversityofAlberta)tracey.derwing@ualberta.caErinWaugh(NorQuestCollege)erin.waugh@norquest.caMurrayMunro(SimonFraserUniversity)mjmunro@sfu.caPragmaticsinaLINC5Classroom:MeasuringEffectivenessofInstructionThisinvestigationexaminestheeffectivenessofinstructiononworkplacepragmaticsprovidedtoESLstudentsinaLINC5class.Toobtainauthenticlanguagesamplesforpragmaticslessondevelopment,researchersjob-shadowedsevenemployeesatSafewaystoresforseveralhourseach.Body-wornmicrophonesrecordedtheirinteractions,whiletheresearcherstooknotestocapturethecontext.Thetranscribedrecordingsservedasthebasisforlessonsdevelopedbythesecondauthor.Thesefocusedonspeechactssuchasrefusals,interruptions,requests,apologies,andcompliments,andonsofteners,suchas‘just’and‘Iwaswondering.’Thestudentsviewedvideosdemonstratingeffectiveandineffectivecommunication,whichtheyanalyzedwiththeinstructor.Theyalsorole-playedseveralscenarioswhilebeingvideo-recorded.Studentssubsequentlyidentifiedtheeffectiveaspectsoftheinteractionsandproposedwaysofimprovingothers.Althoughinitiallythestudentswerenervousaboutwatchingthemselves,theysoonfeltcomfortable,andbegannoticingandcommentingontheirownbehaviourandgivingfeedbackonpragmaticstoclassmates.Pre-andpost-instructiontestswererecordedinwhichthestudentsrespondedorallytodiscoursecompletiontasks.Therecordingswererandomlyplayedto51nativespeakersinhour-longlisteningevaluationsheldover3days.Thelistenersratedtherecordingsonthree9-pointscales:comprehensibility,fluencyandsocialappropriateness.ThefindingswillbereportedandinterpretedthroughaWillingnesstoCommunicateframework.Itisconcludedthatworkplacepragmatics,whichsometimesreceivesonlycursoryattentionatLINC5orlowerlevels,canbeeffectivelytaughtearlierinstudents’programs.JosephDicks(UniversityofNewBrunswick)jdicks@unb.caRenéeBourgoin(UniversityofNewBrunswick)bourgoin@unb.caFionaCogswell(UniversityofNewBrunswick)fiona.cogswell@gnb.caStudents'ReadingCompetencyinIntensiveFrenchIntensiveFrench(IF)hasbeenanofficialFSLprogramforgrade5studentsinNewBrunswick(NB)schoolssince2008.TherehasbeenconsiderableassessmentofstudentcompetencywithregardoralexpressionandwritinginFrenchinIF(Netten&Germain,2004;2005;2009);however,todate,therehasnotbeenanyformalassessmentofstudents’Frenchreadingabilities.ThisrepresentsanimportantgapinassessmentsincetheNBcurriculumguideforIFstatesthatstudentsareexpectedtoattainalevelof“readerintransition”(NewBrunswickDepartmentofEducation,2011,p.36).Thisexploratorystudyexaminedthereadingabilityof169studentsintenrandomlyselectedIFclassesinNBschoolsusingfourdifferentassessmentmeasures.TwosubtestsoftheIndicateursDynamiquesD’HabiletésPrécocesenLecture(Dufour-Martel&Desrochers,2011)wereusedtoassess(1)accuracyandspeedofreadingand(2)comprehension.Inaddition,twomeasuresbasedontheFiched’observationindividualiséeenlecture(Clay,1993;Fountas&Pinnell,2001)assessedstudents’overallL2readingabilities(i.e.,accuracy,fluency,andcomprehension).Withreferencetotheconstructsofbalancedliteracy(Fountas&Pinnell,2001)andlanguageinterdependence(Cummins,2004),thispaperwillpresentanddiscussresultspertainingto:1.thepercentageofIFstudentsattainingthetargetlevelofFrenchreading;2.thecorrelationbetweenstudents’scoresonL2oralandwritingassessmentsandthesereadingresults;and3.thecorrelationbetweenstudents’scoresonpreviousL1readingandwritingassessmentsandthesereadingresults.

ScottDouglas(UniversityofBritishColumbia)scott.douglas@ubc.caExploringLexicalValidityinStandardizedEnglishLanguageProficiencyTestingGenerally,morehighlyratedspeakingandwritingsamplesdemonstrategreatercontrolanddeploymentofEnglishlanguagevocabulary(Yu,2009;Smith,2003;Nation,2001;Laufer&Nation,1995).However,lowerratedwritingsamplestypicallydemonstratediminishedlexicaloutput(Cobb,2003;Hinkel,2003;Roessingh,2008).InthetestingofgeneralEnglishlanguageproficiency,lexicalvaliditycanbeconceivedasexistingwhentestpromptsfacilitatetheproductionofanexpectedrangeofvocabularyonthepartoftesttakers(Pearson,2008).TesttakerresponsesaredeemedtobelexicallyvalidwhenatestelicitsanindependentlyestablisheddifferentiatedrangeoflexicaloutputvaryingaccordingtoratedlevelsofEnglishlanguageproficiency.Thispaperproposesamethodologyforexploringlexicalvalidityinspeakingandwritingteststhroughtheuseofindependentmeasuresofproductivelexicalbreadthofknowledge.Productivevocabularyinusecanbeexploredthroughthecreationofcorporaofpreviouslyratedindividualtesttakerresponses.Forthispaper,lexicalanalysisofthebreadthofvocabularyfoundinthesampleswascarriedoutwithvocabularyprofilingtools(Cobb,2013),withcorrelationscalculatedtoexaminetherelationshipbetweenthepreviouslyratedlevelsofperformanceandproductivevocabularymeasures.Onewayanalysesofvariancewerealsocalculatedtoinvestigatewhetherthemeanscoresforthelevelsofperformanceweresignificantlydifferentfromeachother.Overall,theresultspointtothepotentialofestablishinglexicalvalidityaspartoftheoverallvalidityofstandardizedEnglishlanguagespeakingandwritingtests.ErinDuncan(UniversityofToronto)erin.duncan@utoronto.caKatherineRehner(UniversityofToronto)katherine.rehner@utoronto.caIntentionsandPerceptionsForsecondlanguage(L2)learners,confidenceintheirL2abilitiesandwell-developedsociolinguisticskillsareimportantaspectsofoverallL2mastery.Infact,sociolinguisticcompetenceistheprimarydifferentiatorbetweenadvancedlearnersandnearnatives(Bartning,2009).OneaspectofsociolinguisticcompetencethatisparticularlychallengingforadvancedL2learnersistheabilitytouseinformalregistermarkersinsociolinguistically-appropriateways(cf.Mougeon,Nadasdi,&Rehner,2010),thoughthisabilityandstudents’confidenceinitdevelopsmorerapidlywhenlearnersareexposedtothelanguageinnaturalisticsettingswhereinformallanguageuseoccurs(Dewaele,2007;Regan,Howard,&Lemée,2009).Withthisinmind,thepresentpaperexploresthesociolinguisticcompetenceandself-perceptionsofthiscompetenceof33advancedL2learnersofFrenchfromoneEnglish-languageandonebilingualuniversityinOntario.Itundertakesaquantitativeanalysisofthelearners’sociolinguisticperformanceasmeasuredthroughtheiruseduringsemi-directedinterviewsof21variantsthatareeachmoreorlesssocio-stylisticallymarkedandcarriesoutaqualitativeanalysisofthestudents’perceptionsoftheirsociolinguisticabilitiesasexpressedinsurveyandinterviewresponses.Thiscombinedanalysisprovidesamoreholisticunderstandingofthelearners’sociolinguisticabilities.Overall,theresultsofthequantitativeanalysisrevealageneralinabilitytousethevariantsinsociolinguisticallyappropriateways,thoughcertainextra-linguisticfactorswerefoundtocorrelatewithsomewhatmorenative-likepatternsofuse(e.g.,speakersex,languageofeducation).Theresultsofthequalitativeanalysisshowedstudentsassessingthemselveshighly,yetadmittingtolittleknowledgeofinformalmarkersimplyingalackofemphasisontheimportanceofthisskilltooverallproficiency.Insum,thepresentpapershowsthatadvancedlearnershaveawaytogobeforedevelopingthekindofconfidenceandsociolinguisticskillsnecessarytobecomenearnativesintheirchosenL2.JohnEdwards(St.FrancisXavierUniversity)jedwards@stfx.caLanguageeconomicsandlanguagerightsConsiderationsoflanguageeconomics–particularlythosethatinvolveinterdisciplinaryattentionto‘small’orendangeredvarieties–mustcometogripswithanever-increasingliteratureonlanguage‘rights.’Indeed,thenexusthatbringstogethermattersofeconomics,ofendangermentandofrightsisnowverymuchintheascendant.Butifacasecanbemadeforreasonablymatureliteraturesdealingwiththefirsttwoterms,thesamecanhardlybesaidwhererightsareconcerned.Andyetitseemsevidentthatstrongandconvincingargumentforlanguagerightswouldconstituteapowerfulpillar–perhapsthemostpowerfulpillar,onethatwouldincludebutgobeyondargumentsonmoralgrounds–inanydiscussionoftheappropriatenessofeconomicsupportfor‘small’varieties,whetherforsocialorcommunitydevelopmentwritlarge,orformorespecificcontexts(likeeducation).Thispresentationwill,therefore,attempttoilluminatethenatureoflanguage‘rights’bothinesseandinposse.Itwillrangewidely,overhistoryanddiscipline,withthecentralaimsofdrawingacrucialdistinctionbetweenclaimsandrights–adifferencethatisregularlyignoredorinadequatelyunderstoodintheexistingliterature–andofdiscussingtheramificationsofthatdistinction.JenniferA.Foote(ConcordiaUniversity)jenn.foote@gmail.comJihanRabah(ConcordiaUniversity)jihan.rabah@gmail.comCulturalcontentschemaandreadingcomprehension:Ameta-analysis.Inthepastthirtyyears,schemahasplayedanimportantroleinsecondlanguageacquisition(SLA)research.Thishasbeenparticularlytrueoftheconceptofculturalcontentschemaanditsroleinreadingcomprehension.Culturalcontentschemareferstotheculturalbackgroundknowledgethatapersoncanretrieveandusetomakesenseofdiscourse.Therehavebeennumerousstudiesexaminingtherelationshipbetweenhavingappropriateculturalcontentschemaandreadingcomprehensionforsecondlanguage(L2)learners.However,tothebestofourknowledge,therehasnotyetbeenasystematicreviewofthisbodyofresearch.Weattempttoaddressthisgapbyusingmeta-analysistoinvestigatetherelationshipbetweenculturalcontentschemaandsecondlanguagereadingcomprehension.Afterasystematicsearchoftheliteratureovertwohundredabstractswerereviewed,ofwhichthirty-sixarticleswereselectedforinclusioninthestudy.Fifty-fiveeffectsizeswereextracted.Asignificantoveralleffectsizeof0.711wasthencalculatedusingafixedeffectsmodel.Duetotheheterogeneousnatureoftheeffectsizes,tenpotentialmoderatorvariablesweretested:publicationdate,outcomemeasure,treatment,publicationtype,researchdesign,agegroups,firstlanguage,proficiencylevel,region,andsetting.Overall,ourfindingsindicatethatthereisastrongpositiverelationshipbetweenprovidingculturalcontentschemaandincreasedreadingcomprehensioninawiderangeofsettingsandconditions.Pedagogicalimplicationsandsuggestionsforfurtherresearchwillbediscussed.MegumiFujio(McGillUniversity)megumi.fujio@mail.mcgill.caBloggingasatoolforunderstandingJapanesecultureThebenefitsoftheuseofblogsinsecondlanguageclassroomshavebeenreportedinthefieldofcomputer-assistedlanguagelearning(Lee,2009).Althoughtheusefulnessofblogsinpromotinglearners’linguisticabilityhasbeenpointedoutbypreviousstudies(Ducate&Lomicka,2005),fewstudieshaveinvestigatedtheusefulnessoftheblogsinenhancinglearners’understandingofthetargetculture.Basedonasocioculturalapproach,thisstudyexaminedtheuseofblogsasatoolforpromotingleaners’understandingofJapaneseculture.Participantswere14advancedlearnersofJapaneseataU.S.university.IntheadvancedJapaneselanguageclass,participantschosetheirowntopicbasedontheirinterestinJapan,andeachparticipantcreatedhis/herownblog.Participantspublishedtwopostsandsix

commentsinJapaneseduringonesemester.TheyalsoansweredanexitsurveyinEnglish.ThesurveyincludedquestionsthataskedwhetherstudentsincreasedtheirunderstandingofJapaneseculturethroughthisprojectandtheiropinionabouttheproject.Surveyresultsandblogtextswereanalyzed.AnanalysisoftheexitsurveyshowsthatparticipantsenhancedtheirunderstandingofJapaneseculturebywritingablogandreadingotherclassmates’blogs.AnalysisofblogtextsshowedthatlearnersprovidednewinformationaboutJapaneseculturetotheirclassmates.ParticipantsunderstoodthetextswrittenbytheirclassmatesinJapaneseandtheyhadpositiveattitudestowardtheblogproject.Theresultssuggestthattheuseofblogsinsecondlanguageclassroomsisbeneficialorenhancinglearners’understandingofthetargetculture.CaitlinGaffney(UniversityofToronto)caitlin.gaffney@mail.utoronto.caTheacquisitionofFrenchinfinitivalcomplementsTheknowledgeofverbalphrasesiscentraltosyntacticcompetenceinbothnativeandsecondlanguage(L2)speakers.However,giventhecomplexityofverbalsystems,L2learnershavedifficultieswiththesestructures.TheL2acquisitionofFrenchinfinitivalcomplements(e.g.,chercherà‘lookto’+infinitive,essayerde‘tryto’+infinitive,vouloirØ‘wantto’+infinitive)involveslearningthattheprepositionchoice(à/de/nullelement)precedingtheinfinitiveisarbitraryandmustbeacquiredonacase-by-casebasis.English(participants’L1inthepresentstudy)usesonlytheprepositiontointhiscontext(e.g.,Helikestosleep).Thisstudysoughttoanswerthequestions:(1)WhattypesoferrorsdobeginnerandadvancedAnglophonesmakewithinfinitivalcomplementsintroducedbytheprepositionsà,deoranullelement?;(2)Isonevariantovergeneralizedasadefaultform?Wehypothesizedthat(1)alllearnerswouldmakeincorrectprepositionchoicesandthaterrorswouldbelessfrequentforadvancedlearners,and(2)thatàwouldbeovergeneralizedbythebeginnersduetocross-linguisticinfluencewhiledewouldbeovergeneralizedbytheadvancedlearnersduetoinputfrequency.Weexaminedlearners’(2beginners,4advanced)productionofFrenchinfinitivalcomplementsusingaclozetestandfound(i)errorswithprepositionchoice;(ii)anovergeneralizationofthevariantà,thatweproposeisduetotheubiquitousnessoftointhecorrespondingEnglishconstruction;and(iii)apositivecorrelationbetweenlearnerproficiencyandaccuracywithprepositionchoice.JoseMiguelGarciaRamirez(TrentUniversity)jgarciaramirez@trentu.caTheuseofconceptualandmindmapsintheteachingofasecondlanguageTheaimofthisstudyistoimprovetheteachingandlearningoflanguagesthroughtheuseofmindmaps(Buzan,2013)andconceptualmaps(Novak,2010)astoolsforKnowledgeBuildinginacollaborativelearningenvironment(Scardamalia&Bereiter,2010),basedontheimplicitrelationshipofcreativitywithlanguage(Gardner,1993;Chomsky,2000;Goleman,2006).Fantasy,graphiccreativityandnarrativecreativityplayakeyroleinthecreationanduseofconceptualandmindmapsastheyconstituteavisuospatialbaseforthedevelopmentofdiscoursecompetence(Csikszentmihalyi,1998).Themainobjectiveistoidentifyandanalyzelinguistic,socioculturalandpsychologicalvariablesthathelptodevelopcommunicationskillsinsecondorthirdlanguagelearning.WithinthefieldofAppliedLinguistics,thisstudyisdevelopedintheresearchareasofLanguageTeaching,PedagogicalGrammar,Psycholinguistics,SociolinguisticsandPragmalinguistics.METHOD:Exploratoryquasi-experimentalstudyconductedduringtheacademicyearatTrentUniversity.Participants:Forty-threestudentvolunteers.Instrument:TheCreativeImaginationTestforAdults,PIC-A(Artola,Barraca,Mosteiro,Ancillo,Poveda,Sanchez,2012).Procedure:AspartofanIntroductorySpanishcourse,aseriesofweeklylaboratoriesisorganizedwithtwogroups:oneexperimentalandonecontrolgroup.Theexperimentalgroupparticipatesinlabsusingconceptualandmindmaps,whilethecontrolgroupparticipatesintheconventionallaboratoryactivities.AttheendofthestudytheCreativeImaginationTestforAdultsisadministered.ThedataobtainedisanalyzedusingSPSS-20.DISCUSSION:Theuseofconceptualandmindmapsimproveslanguagelearning.RachelleGauthier(UniversityofPrinceEdwardIsland)ragauthier@upei.caMaryMacPhee(UniversityofPrinceEdwardIsland)mmmacphee@upei.caTheNonRight-HolderwithintheMinorityFrenchSchoolInmanyCanadianFrancophonecommunitiesoutsideofQuebec,moreandmorefamilieswhodonotmeetright-holdercriteriaasoutlinedinArticle23oftheCanadianCharterofRightsareaccessingtheFrenchfirst-languagesystemviathecomitéd’admission(CSLF,2012;OntarioMinistryofEducation,2009;ConseilsdesécolesFransaskoises,2013).Ourpresentationwillprovideasynthesisofexistingresearchandrelevanttheoreticalframeworksrelatedtothenonright-holder,whileidentifyinggapsintheliterature.Wewillalsodiscusstheneedforanewlineofresearchthatwilladdressthefollowingquestions,amongothers.Firstly,howdonon-francophoneparentsexperiencetheirinvolvementinthefrancophoneschoolsystem?Also,howdoteachersandadministratorsexperiencetheirrolesvis-à-visthestudentnonright-holder?Lastly,howdothestudentnonright-holdersconstructtheirlinguisticandculturalidentitieswithinacontextthatfocusesonAcadianandfrancophoneidentitydevelopment?Currently,researchdoneintheminorityFrancophonesettingpertainingtoparentalinvolvement(Cormier&Lowe,2010;MacPhee,Turnbull,&Gauthier,2013),theperspectivesofteachersandadministrators(Cormier,2005;Dalley&St.Onge,2008;Rocque,2006,2008)andidentitydevelopmentamongyouth(Gérin-Lajoie,2001;Landry,Deveau&Allard,2006;Lowe&Richard,2009)hasfocussedprimarilyonthecontextsofFrancophoneandexogamousfamilies(oneFrancophoneparent,onenon-Francophoneparent).Byintentionallycastingalightonthenonright-holderwithintheFrenchschoolsystem,weaimtoeventuallyexplorethesesomewhatcontroversialthemesfromauniqueperspectivesoastobetterunderstandthisparticulargroupofstudentsandparents.Insodoing,wehopetoadvancetheory,policyandpracticethatwillsupporttheminorityFrenchschoolasitadjuststomeettheneedsofthisgrowingstudentdemographic.FarzinGazerani(UniversitédeMontréal)farzin.gazerani@umontreal.caAssmaTaddarth(UniversitédeMontréal)assma.taddarth@umontreal.caAhlemAmmar(UniversitédeMontréal)ahlem.ammar@umontreal.caDéveloppementetvalidationd’unquestionnairepourexplorerlesreprésentationsdesenseignantsdelanguesecondeenlienaveclarétroactioncorrectiveàl’oraleLesreprésentationsdesenseignantssontdevenueslacibledelarecherchesuiteauxdéveloppementspsycho-cognitivistesquiontexposélesliensentrelesreprésentationsetlespratiquesdesenseignants(Borg,2006).Lequestionnaireestunoutildecollectededonnéesprincipaldanslarecherchedesreprésentations.Cependant,peud’étudessontentreprislesdémarchesdevalidationdesquestionnairesutilisés.Spada,Barkaoui,Peters,SoetValeo(2008),quiontexaminélespréférencesdesapprenantsdelaL2quantauxdifférentstypesd’enseignementdelaformeenanglaisL2,estunedesraresétudesayanteffectuélavalidationrequise,d’oùl’importancedemenerplusderecherchedevalidation.L’objectifdecetteétudeestdecomblercevideempiriqueetdedécrireleprocessusdedéveloppementetdevalidationd’unquestionnaireexplorantlesreprésentationsdesenseignantsdelaL2quantàlarétroactioncorrectiveàl’orale.CentenseignantsdefrançaisL2participentànotreétude.Lequestionnaireconçuestdetypefermécontenant20itemsquivisentàexaminerlareprésentationdesenseignantsausujetdelaRCàl’orale,tellesquesonimportance,safréquenceetsescatégoriesutiliséesdanslaclasse.Lequestionnaireaétéadministréauxenseignantspourciblerlesitemsproblématiquesafind’améliorerlecontenuduquestionnaire.Deplus,danslavalidationduquestionnaire,lavaliditédecontenu,lavaliditédeconstruitetlafiabilitéserontconsidéréesetvérifiéespardes

analysesstatistiques.LesprocéduresdevalidationdenotrequestionnairerépliquentcellesdeSpadaetal.(2008).Lesrésultatsdelaprocéduredevalidationserontprésentéslorsducongrès.

MartínGuardado(UniversityofAlberta)guardado@ualberta.caYvonneBreckenridge(UniversityofAlberta)yvonne.ellis@ualberta.caMentorship,ProfessionalDevelopment,andTeacherAgency:TheRoleofActionResearchinEAPThispresentationdiscussesaprojectinwhich,throughlongitudinalmentorship,EnglishforAcademicPurposes(EAP)teachersmovedthroughaguidedmulti-stageprofessionaldevelopment(PD)journey.VandenBranden(2006)arguesthatteachercognitionandteacheractionmaybeincongruentduetoinadequatecontextualsupport.Accordingly,akeycomponentofourprojectwasinteractingwithteacherstoincorporatetask-basedlanguageteaching(TBLT)intoexistingactivities,ratherthanprescribingactivities.Actionresearch(AR)providedamodelofinteractionforteacherstomovefromatheoreticalperspectiveofTBLTbyreflectingonhowtointegrateitwiththeircurrentbeliefsandpedagogicalpractices.ThedesignoftheprojectusedKemmisandMcTaggart’s(1988)cyclicalARmodeltoplanseveralstagesfortheproject.Wewillpresentthefindingsfromthefirst6stages,inwhichtheteacherresearchers1)wrotereflectionsandrespondedtosurveysabouttheirknowledgeandexperiencewithTBLTandAR;2)participatedinareadinggrouptodiscussARandTBLT;3)identifiedpedagogicalissuestoexaminethroughARandTBLT;4)designedindividualprojects;4)implementedtheirprojectsandanalyzeddata;and6)presentedtheirfindings.ThroughcollaborativeengagementinareadinggrouponARandTBLT,ongoingreflections,one-on-onediscussion,dataworkshopsandotherformsofsupportandself-discovery,theteacherresearchersprogressedfromunderstatingARandTBLTtoidentifyingpedagogicalissuesthattheyaddressedusingTBLT.Theimplicationsforin-servicePD,theory,programsandthebenefitsofusingTBLTinEAPcontextswillbediscussed.JohnHaggerty(UniversityofBritishColumbia)john2teach@gmail.comMelanieWong(UniversityofBritishColumbia)melanie@melaniewong.caTomoyoOkuda(UniversityofBritishColumbia)tomoyookuda@gmail.comErnestoPeña(UniversityofBritishColumbia)ernesto.pena@gmail.comPlaying“writinggames”:Academicdiscoursesocializationintofirst-yeardoctoralstudiesThereisnowafairlywidebodyofresearchexploringtheacademicexperiencesofpost-secondarystudentsastheymaketheirtransitiontouniversity(e.g.,Casanave,2002;Leki,1985;Morita,2004).However,toourknowledgethisprocesshasneverbeeninvestigatedfromacollaborativestudent(andauthorial)perspective.Thisstudyutilizesalanguagesocializationapproach(Duff,2008,2010)tobetterunderstandtheacademicsocializationoffourfirst-yearPhDstudents(twodomesticandtwointernational)inthesamedepartmentinaCanadianuniversity.AccordingtoDuff(2010),languagesocializationisa“dynamic,sociallyandculturallysituated,multimodal,andoftenmultilingualprocesswithunpredictableuptake,intentions,behind-the-scenespowerplays,investmentonthepartoflearners,andoutcomes”(p.186).Thispaperexploresacademicdiscoursesocializationprocesses(asub-fieldwithinlanguagesocialization)withaspecificfocusonwrittenacademicenculturation.Aspartofthesamecohort,theauthorsparticipatedintwomandatorydoctoralcoursesduringtheirfirstyearofstudy.Thesecoursesrequiredthecompletionofmoretraditionalwrittenassignmentsaswellascomputer-mediatedcommunication(CMC)amongclassmembers.Datacollectionincludesonlinecommunications(aspostedduringeachcourse),writtenassignments(includinginstructorfeedback),andpost-courseinteractivereflections(onacollaborativewiki).Discourseanalysisfocusesonhowpowerrelationsandculturalcapital(Bourdieu,1977)worktoenableorconstraintheacademicsocializationprocess.Theresultsofthisstudywillbeofgreatinteresttocurrentandincomingdoctoralstudentsaswellasthosewhoarechargedwithfacilitatingtheirsuccessfultransition.Marie-JoséeHamel(Universitéd’Ottawa)marie-josee.hamel@uottawa.caIsabelleLeCoin(UniversitéduQuébecenOutaouais)isaboced@hotmail.comCoursdegrammairedeFLSenmodalitéhybride:ingénieriepédagogiqueetdoublebilanformatifD’abordintégrécommeprojet-piloteen2011aucursusdescoursd’uneuniversitécanadienne,lecourshybridedegrammairefrançaisepourapprenantsdeniveauintermédiaireenfrançaislangueseconde(FLS)estdevenuuncoursrégulieren2013.Laformationcombineauseind’unmêmedispositif,demanièresynchroneetasynchrone,desmodalitésd’enseignementetd’apprentissageenprésentielainsiqu’enligne(NilsenetTea,2012).Cetypededispositifexigeunereconfigurationautantdesressources,desstratégiesetdesfinalitésquedesrôlesdesacteursdelaformation(Neumeier,2005).Entendusouscetangle,ledispositifdevientalorsunlieuoùsecombinentdes«formescomplexesdemédiatisationetdemédiation»(Charlieretal.,2006).Ainsi,cetteprésentationadeuxobjectifsprincipaux:(1)décrirel’ingénieriepédagogiqueducoursdegrammairedeFLShybride,et(2)présenterundoublebilanformatifencroisantlesexpériencesprofessionnellesdedeuxprofesseuresdeFLS.Pourcefaire,nousferonsunesynthèsedenosdeuxexpériencesd’enseignementencontextehybrideenprécisantlesévolutionsapportéesànotreagirprofessionneletlavaleurajoutéedesdispositifshybrides(Docqetal.,2010)pournotreprofession.Plusprécisément,nousdécrironslesruptures(Develotte&Mangenot,2007)surleplandesreprésentationsetdespratiquespourl’enseignement/apprentissageduFLS,maistoutautantlesévolutionssurleplandurenouvellementdenospratiquesprofessionnelles.NoustenteronsdesituernotreproposdansuncadreconceptuelinspirédestravauxrécentsdeBertinetNarcy-Combes(2012)energonomiedidactique.DavidHayes(BrockUniversity)dhayes@brocku.caTheimpactoninter-ethnicattitudesoflearningthelanguageoftheothercommunityThegovernmentofSriLankahasenactedreformswhichrequireallchildrentolearnthelanguageoftheothercommunity–thesecondnationallanguage(2NL)–fromprimaryGrade3intheexpectationthatthiswillpromotepositiveinter-ethnicattitudesamongstyoungergenerations.Schoolsareseparatedaccordingtomediumofinstruction,largelycorrespondingtoethnicity,whereSinhalesechildrenhavelittleornocontactwithTamilchildrenandvice-versaandthusopportunitiestodeveloppositiveinter-ethnicattitudesarelargelyrestrictedtothe2NLclassroom.Doestheteachingofthe2NLmakeadifferencetointer-ethnicattitudesamongstschoolchildreninprimaryschools?ThispaperreportsonaresearchprojectinvestigatingattitudestotheothercommunityamongstchildreninprimaryschoolsusingaStrengthofIdentificationScaleandaTraitAttibutionTaskasimplicitmeasuresofchildren’sattitudes.ChildreninGrades3and5inSinhalese-mediumandTamilmediumschoolsweresampledin4areasofthecountryatthebeginningandendoftheschoolyear.Resultsindicatethat2NLeducationishavinglittleimpactonchildren’sattitudestowardstheothercommunityandthatfromGrade3toGrade5thereisanegativemovementinattitudesamongstSinhaleseschool-childrentoTamilswhichisnotreflectedamongstattitudesofTamilschoolchildrentoSinhalese.Thepaperexplainstheresultsbysuggestingthat2NLeducationisinextricablylinkedtowidersocietaldevelopmentswhichdonotsupportthenotionthattheethniccommunitiesinthecountryareequallyvalued.

AlexandraImperiale(ConcordiaUniversity)imperiale.alexandra@gmail.comLauraCollins(ConcordiaUniversity)laura.collins@concordia.caThesuitabilityofintensiveEnglishinQuebecforallstudentsConcentratinginstructionaltimeyieldspositiveoutcomesforL2learners(Muñoz,2012).Indeed,grade5-6French-speakingstudentsexperiencingtheoptionalintensiveEnglishcourse(IEC)inQuebecmakesubstantialprogress(Lightbown&Spada,1989;Collinsetal,1999).AstheIEChasgrowninpopularity,morestudentswithdiverseacademicprofilesparticipate.Althoughthereisindirectevidencethatthebenefitsofintensityoverdrip-feedexposuremayextendtostudentswithweakeracademicskills(Collins&White,2012),therehasbeennoresearchonhowstudentswithidentifieddisabilitiesrespondtotheIEC.Infact,littleresearchhasinvestigatedstudentswithexceptionalities(SWE)inL2learningcontextsingeneral.Theoretically,suchresearchwouldexpandourunderstandingoftheroleofindividualdifferencesinSLA.Practically,itcouldprovideguidancetopractitionersandpolicy-makersontheneedsandL2learningpotentialofSWE.Wewillreportfindingsfroma5-monthlongitudinalcasestudyofthreefrancophoneIECstudentsinthesameclasswithdifferentdiagnoseddisabilities:DysphasiaandDyslexia;ADHDanddevelopmentaldelay;andTourettesyndromeandhighanxiety.Wedocumentedi)L2progressincomprehensionandproduction;ii)students’perspectivesontheirIECexperience;iii)pedagogicalandcontextualfactorscontributingtosuccessesandchallenges.Data,collectedatfourintervals,consistedof:classroomobservations,semi-structuredstudentandteacherinterviews,andmeasuresofL2comprehensionandproduction,adaptedfrompreviousIECresearch.Thediscussionwillfocusonstudents’L2progressandthepedagogical,contextual,andpersonalfactorscontributingtolearningsuccessesandchallenges.JohnIppolito(YorkUniversity)jippolito@edu.yorku.caCollaborationascontestationanddebateonlineinanadultliteracyprojectThispresentationconsidersthemostrecentevolutionofanongoing,eight-yearlongitudinaladultliteracyprojectwithfourschoolcommunitiesintheGreaterTorontoArea.Theprojectprovidescollaborativeopportunitiesforparents/caregiversfromlinguistic,culturalandracialminorityfamiliesandtheirchildren’sclassroomteacherstoconductqualitativeresearcharoundpriorityissuesfortheirschoolcommunities.Initsmostrecentiteration,theprojecthasaddedanonlineforumasacentralresearchplatform.Thispresentationincludesareadingofparticipants’on-lineexchanges,doingsothroughtheinterpretiveframeworkofdiscursivepsychology(Edwards&Potter,1992)asitlinkstoconversationanalysis(Goodings,Locke&Brown,2007).Preliminaryexaminationofthisonlinenegotiationofvoiceandagencyaroundpriorityissuessuchasliteracyandcurriculumrevealsdivergencesamongparticipants.Indicationsarethatevenwhiletheseadultmediatorsofelementary-leveleducationmaybestakeholdersinacommonenterprise,theypositionthemselvesandeachotherdifferentiallyasparents,teachersandresearchers.Theonlineexchangeandthebroaderresearchprojectofwhichitisapartmaybecollaboration,butitisdefinedbynegotiation,contestationanddebate,notconsensus.Thepresentationthusopenstoviewthepsychologyofrelationshipsbetweenkeystakeholdersinpubliceducation,mostnotablyminorityfamiliesandtheirchildren’seducators.ChristineKampenRobinson(UniversityofWaterloo)ckampenr@uwaterloo.caTextingasspace:ExaminingtheroleoftextingasliteracypracticeintheOldColonycommunityThispaperfocusesontheconstructionofliteracy(Street1984)withinthecommunityofLowGerman-speakingMennonitemigrantsfromMexicotoCanada,andtheroleofcommunityliteracypractices,suchastexting,intheconstructionofimmigrantspace.Spaceisseenasthewaysinwhichtheintervieweesconceptualize“Mennonitespace”or“immigrantspace”asa“practicedplace”(deCerteau,1988:118)andhowtheypositionthemselveswithinit(Harré&vanLangenhove1991),i.e.howtheyconstructtheirownidentities.Centraltothisspaceandtomyanalysisisthelinguascapeofthesemigrants,whichmayincludeLowGerman,HighGerman,SpanishandEnglish.Themigrantexperienceaffectstheconstructionofthisspacebasedonthedifferentpositionsascribedtothemigrantsinthedifferentplaces,especiallyrelatedtodifferingliteracypractices,languageideologiesandattitudestowardsmigrantsandtheirlanguages.Myanalysisisbasedonacorpusofdataconsistingof:1)focusgroupdiscussionswithLowGerman-speakingMennonitesabouttheirlanguageexperiences,and2)follow-upconversationswithselectedpeopleelicitingindividualnarratives.Inmyanalysis,Igobeyondacontentanalysisandexaminetheinteractionalaspectsoflanguagenarrativesastheypertaintonarrativeconstructionsofliteracyandliteracypractices,includinglinguisticchoicesintheuseofresourcessuchascodeswitching,personandplacereferences,grammaticalformsandlexicalinventoriesthatarecommonlyconsideredascentraltotheconstructionofspacesandidentities(e.g.Myers,2006;Heller,2007).KhaledKarim(UniversityofVictoria)khaledk@uvic.caHosseinNassaji(UniversityofVictoria)nassaji@uvic.caTheeffectsofcomprehensivewrittencorrectivefeedbackongrammaticalaccuracyinESLwritingSincethepublicationofTruscott’spaperin1996arguingagainsttheeffectivenessofgrammarcorrectioninL2writing,therehasbeenanongoingdebateregardingtheeffectivenessofwrittencorrectivefeedback(WCF)inthefieldofSLA.Thisdebatehascontinuedduetoconflictingresearchresultsfromresearchexaminingshort-termeffectsofWCFandscarcityofresearchinvestigatingitslong-termeffects(Ferris,2004,2006).Usingamixed-methodresearchdesign,thisstudyinvestigatedtheeffectsofdirectandindirectcomprehensiveWCFonstudents’grammaticalaccuracyintherevisionofthesamepieceofwritingaswellasitstransfereffectsonnewpiecesofwritingovertime.Usingastimulatedrecallstrategy,thestudyalsoexploredstudents’perceptionandattituderegardingthetypesoffeedbacktheyreceived.FiftythreeintermediatelevelESLstudentsweredividedrandomlyintofourgroups:Direct,Underliningonly,Underlining+metalinguistic,andacontrolgroup.Studentsproduced3piecesofnarrativesfrom3differentpicturepromptsandrevisedthoseoverathree-weekperiod.Toexaminethedelayedeffectsoffeedbackonstudents’writingskills,eachgroupwasalsoaskedtoproduceanewpieceofwritingtwoweekslater.ANOVAtestrevealedthatallthethreefeedbackgroupssignificantlyoutperformedthecontrolgroupwithrespecttogrammaticalaccuracyinallthethreerevisions.WCFdidnothaveanysignificantdelayedtransfereffects.Short-termtransfereffectsongrammaticalaccuracy,however,werefoundfordirectCF,butnotforotherfeedbacktypes.Theimplicationsofthefindingswillbediscussed.DariusKarkadariuskarka@hotmail.comDr.LauraCollins(ConcordiaUniversity)laura.collins@concordia.caLearninggrammaticalgenderinFrenchatthebeginnerstages:doestheL1makeadifference?ResearchhasdemonstratedthatlearninggrammaticalgenderinFrenchforEnglishspeakersisdifficult(Lyster,2004;Lyster&Izqueirdo,2009),anddoesnoteasilyprogressfromexemplarlearningtosystemlearning(Bell&Collins,2009;Harley,1998).ThisisusuallyexplainedbytheabsenceofgrammaticalgenderinEnglish,butresearchonthefacilitativeeffectsofL1forgenderarecontradictory(Sabourinetal.,2006;Whiteetal.2004)andhavenotexaminedtheactuallearningprocessintheinitialstages.Weaddresstheseissuesbycomparingthelearningoftworeliablenounendingcuesforgender(-eauformasculineand–tionforfeminine)inFrenchbyspeakerswhoseL1marksgrammaticalgender(Spanish)withthosewhoseL1doesnot.Beginner-levelEnglish(n=12)andSpanish(n=16)speakerswereexposedto

thenounendingsviacrosswordpuzzleandpicture-matchingactivities.Apre-post-testdesignexaminedtheirabilitytoassigngendertobothfamiliarandnovelnouns,measuredviaa3-choicepreferencetaskandapictureidentificationtask.Post-taskinterviewsprobedlearners’awarenessofthenoun-endingcuesforgender.AnalysesofvariancewithTimeandPerformanceonNewandOlditemsasanindicationofitemvs.systemlearningrevealedsignificantgainsbybothgroups,particularlyonthefamiliaritems,butnodifferencesbetweengroups,nordidthegroupsdifferintheirawarenessofnoun-endinggendercues.Thefindingsdemonstratethatredundantgrammaticalfeaturesmaybedifficultattheinitialstages,regardlessofthestatusofsimilargrammaticalfeaturesintheL1.EvaKartchava(CarletonUniversity)eva.kartchava@carleton.caIsexpectationforcorrectivefeedbackinthelanguageclassroomuniversal?Individualdifferencesarethoughttoinfluenceand,even,predictsecondlanguage(L2)learningsuccess(e.g.,Dörnyei,2005;Fox,1993;Horwitz,1985;1999).However,littleisknownabouttheireffectontheprocessesofL2acquisitionand,morespecifically,abouttheirimpactonthewayslearnersprocesslanguageinstruction(Sheen,2011).Correctivefeedback(CF)isanintegralpartoflanguagestudyandallowsteacherstoprovideinformationaboutthegrammaticalityofalearner’soralandwrittenproduction.Yet,itisnotclearwhetherlearners’beliefsaboutCFanditstechniquesaffecttheirlanguagelearning.Beforesuchaconnectioncanbeexplored,itisimportanttoidentifywhatlanguagelearnersbelieveaboutCFandwhetherthesebeliefsvaryfromonelearningcontexttoanother.Suchinvestigationisnecessarybecauselearners’beliefsaboutCFhavenotbeenstudiedontheirown,butinsteadhavebeentreatedasasecondarypointofinterest.Thisstudycomparedthebeliefscollege-levelstudentsholdaboutCFintheESL(Canada,n=197)andEFL(Russia,n=224)learningcontexts.Theparticipantscompleteda40-itemquestionnairethatdealtwiththevariousaspectsofCFfoundintheliterature.Whilethefactoranalysesrevealedunderlyingfactorsthatweresharedbythetwopopulations(e.g.,theimportanceandexpectationofCFintheclassroom),therewereaspectsthatdifferedfromonesettingtoanother(e.g.,feedbacktypes,timingofCF).TheresultsvalidatethequestionnaireandsuggestthatsomebeliefsaboutCFmaybeuniversal.JulieKerekes(OntarioInstituteforStudiesinEducation/UniversityofToronto)julie.kerekes@utoronto.caAlisonAltidor-Brooks(OntarioInstituteforStudiesinEducation/UniversityofToronto)alison.altidorbrooks@mail.utoronto.caAntonellaValeo(YorkUniversity)antvaleo@yorku.caIntegratingPragmaticCompetenceintoaBridgingProgrammeforInternationallyEducatedNurses(IENs)TheincreasingemphasisinEnglishforSpecialPurposesprogramson"softskills"hasgivenrisetotheneedforpedagogytoaddresspragmaticskillsinadditiontothecurrentfocusongrammar,pronunciation,vocabulary,andsector-specificlanguage.Whilesomeinterventionstudiessuggestthatexplicitinstructioncanimprovepragmaticcompetence(Kasper&Rose,2002;Taguchi,2011),empiricalresearchhasscarcelybeenusedtoinformpedagogyofpragmaticsintheworkplace(butseeKerekes,2004).Inthispresentation,wedescribethegoalsandcurriculumofanexistingbridgingprogramforIENsintheGreaterTorontoArea.TheIENs’communicativecompetenceisassessedusingthespeakingcomponentoftheCanadianEnglishLanguageBenchmarkAssessmentforNurses(CELBAN).Analysesofcoursematerials,classroomobservations,andinterviewswithparticipantsintheprogramindicate,however,thatthecurriculumgiveslittleattentiontopragmaticsinnursingcontexts.TheCELBANincludesasimulatedroleplaybetweenanurse(playedbytheIEN)andadiabeticpatient(playedbytheexaminer),designedfortheIENstodemonstratetheircommunicativeskills(includingpragmaticcompetence)innurse-patientinteractions.Ourinteractionistsociolinguisticdiscourseanalysis(Gumperz,1992)of13oftheseroleplaysrevealscategoriesofmiscommunicationandidentifiessuccessfullyexecutedcommunicationstrategies.Usingexcerptsfromtranscriptsoftheinterviews,wedemonstratehowsuccessfulinteractionsareco-constructed,andcomparethisanalysistotheofficialassessmentstheparticipantsreceived.Onthebasisoftheseanalyses,recommendationsaremadeforteachingnursing-specificpragmaticskillstoOntario’sfuturenurses.JohannesKnaus(UniversityofCalgary)jaknaus@ucalgary.caHowdoL2learnersprocesswordstress?Aneurolinguisticperspective.RecentEEG(electroencephalography)studies(e.g.,Domahsetal.2008,Knausetal.2007)haveshownthatnativespeakersreacttoviolationsofwordstress.Moreover,stressviolationsevokequalitativelydifferentresponsesdependingontheactualstressposition.WeseektoexploitthesefindingsinordertogainnewinsightsintohowL2learnersprocesswordstressinformation.Thecurrentstudyfocusesonthefollowingquestions:•DoL2learnersprocesscorrectorincorrectwordstressdifferentlythannativespeakers?•Doesthestatusofthespeakermatter?Thatis,iscorrectorincorrectwordstressprocesseddifferentlywhenitisproducedbyanativeoranon-nativespeaker?TothisendweconductedanERP(EventRelatedPotentials)studyinwhichL2learnersofGermanhadtomatchtheorthographicform(visualword)withastresspatternthatwaspresentedcorrectlyorincorrectly(spokenword).StimuliweretrisyllabicGermanwordsproducedbyeitheranativeoranon-nativespeaker.Theresultsofthisstudyprovideuswithnewinformationontheimportanceofwordstressinformationforlearnersofsecondlanguagesandonthelevelofacceptanceofwordstressviolationsbasedonthespeaker’sproficiency.Thisinformationisvaluableespeciallyinthecontextsecondlanguagesteaching,aswordstressoftenreceiveslittleattentionintheclassroomsetting.KerryLappin-Fortin(St.Jerome's,UniversityofWaterloo)klappinf@uwaterloo.caSelf-assessmentinaFrenchpronunciationcourseSelf-assessment(SA)hasbeencreditedwithraisingstudentawarenessandmotivation,andhasproveneffectiveinL2teaching;however,iflearnersappeartobereliablejudgesoftheirreceptiveskills,theyarefarlessaccurateevaluatingtheirproduction(Blanche&Merino).ThefewstudiescarriedoutthusfarontheSAofpronunciationhavedemonstratedthatL2learners(ofEnglish)typicallyhavedifficultyassessingtheirownabilities(Derwing;Derwing&Rossiter).DlaskaandKrekelerconfirmthesefindings,butsuggestresultscouldbedifferentifstudentsreceivedSA“training”.OurstudyinvestigatesthepotentialvalueofSAinaFrenchpronunciationcourse.Weexaminethreegroupsofstudents,allofwhomreceivethesamephonetictrainingusingapre-/post-testdesignandgenerousICFthroughouttheterm‒thisinitselfcanleadtogreaterpronunciationaccuracyandself-awareness(Couper).Group1isrequiredtocompleteaSAwhensubmittingpre-,post-,andtwotermtestrecordings;Group2performstheSAatthebeginningandendofthecourse;Group3submitsonlyoneSAquestionnaire,withtheirpost-test.Weaddressthefollowingquestions:1.Doesincreased“training”inSAleadtoincreasedaccuracyinSA(i.e.highercorrelationswithevaluationsmadebyexpertraters)?2.Willsomeaspectsoftheirpronunciationbemoredifficultforstudentstoevaluatethanothers?Forexample,accordingtoFlege’sSLMtheory,soundsclosesttotheL1phonology(“similar”butnot“identical”)willbethemostproblematic.3.WillSAcontributetoincreasedstudentmotivation?JoséeLeBouthillier(UniversityofNewBrunswick)josee@unb.caLesprocessusdel'écritd'uneélèveavecAspergerd'unprogrammed'immersionfrançaisePeuderecherchesexistentengénéralconcernantlesélèvesàrisquesenimmersion(Genesee,2007)etcelles-cisontquasiinexistantesconcernantlesélèvesàrisquesenécriture.Aucunerecherchen’existeausujetdesélèvesenimmersionavecAsperger.Cetteprésentation

viseladescriptiondesprocessuscognitifsdel’écritd’uneélèveavecAspergerdelaseptièmeannéed’unprogrammed’immersionfrançaise.Enutilisantlemodèled’écrituredeHayesetFlower(1980)commeperspectivethéorique,cetteétudedecasethnographique(CambraGiné,2003)traitedesprocessuscognitifsd’écriturelorsd’unesessiond’unprotocoledeverbalisationoùuneélèveavecAspergeraécrituntextenarratif.Lesdonnéesduprotocoledeverbalisationontétéanalyséesparlebiaisdumodèled’écritureet,aussi,comparéesàlarechercheconcernantlesélèvesavecAspergerécrivantdansleurlanguematernelle.LarecherchedémontrequelesélèvesavecAspergeréprouventgénéralementdesdifficultésenécrituredansleurlanguematernelle(DickersonMayesetCalhoun,2007)etnosrésultatsconfirmentquecedéfiestprésentenlangueseconde.Toutcommesespairsenlanguematernelle,l’étapeplanificationareprésentéledomaineprincipaldedifficultépourl’élèvedanssalangueseconde(BrownetKlein,2011).L’élèven’aeuaucunedifficultéàgénérerdesidées,maisl’organisationdesidéesetl’établissementd’unbutd’écritureontreprésentédesobstaclesmajeursàl’écriture.AhrongLee(YorkUniversity)arlee@yorku.caYounghyonHeo(UniversityofAizu)youngheo@u-aizu.ac.jpTeachingEnglishloanwordstolearnersofKoreanInviewofthemassiveborrowingofEnglishwordsintoKorean(amongotherEastAsianlanguages)inrecentyears,extensiveinvestigationsintopatternsofloanwordadaptationhavebeencarriedoutbyanumberofscholars,amongthemHeo2010,Iverson&Lee2006,Kang2003,Kim1999,Lee2009,Peperkampetal.2008,etc.Asshownbymanyresearchersinthefield,loanwordadaptationisacomplexprocesswithlinguisticandextra-linguisticfactorsatplayfromboththeL1(sourcelanguage)andtheL2(recipientlanguage).AlthoughthecomplexityofborrowingpatternsisfrequentlypointedoutasoneoftheprimarysourcesofdifficultyforEnglishspeakers,teachersofKoreanareoftenunawareofthechallengesthatstudentsmayconstantlyfaceandhavenotestablishedanypedagogicalapproachesfordealingwiththeproblem.SincemostofthepreviousstudieshaveratherfocusedonteachingEnglishloanwordstolearnersofJapanese(Lovely2011,Nishi&Xu2013,Preson&Yamagata2004),thecurrentstudyexaminesdifficultiesandchallengesthatlearnersofKoreanareconfrontedwithandvariousstrategiesthatlearnersusewhentransliteratingEnglishloanwordsintoKorean.Inaddition,wediscusstheresultsofasurveyconductedamongCanadianstudents(N=20)whoarecurrentlystudyingtheKoreanlanguageinauniversitysetting.Finally,weproposepedagogicalapproachesfortheexplicitinstructionofloanwordadaptationrulesandemphasizetheimportanceofteacherawarenessoftheissue.AlinaLemak(YorkUniversity)alina.lemak@gmail.comIndividualDifferencesinCorrectiveFeedback:Aproposalorrectivefeedback(CF)isoneofmostcovetedaspectsofteacherinstruction,yetitisalsooneofthemostcontroversial(Russell&Spada,2006;Truscott,2007).Despiteaplethoraoferrorcorrectionstudies,individualdifferencesinerrorcorrectionarerelativelyunexplored.MostCFresearchassumesthatalllearnersbenefitequallyfromCF,andthefewexistingstudiesonindividualdifferencesinCFhaveyieldedmixedresults(MacIntyre&Charos,1996;Segalowitz,1997;Sheen,2007;Sharp,2008).Furthermore,whilefactorslikeaptitude,anxiety,andworkingmemoryhavebeenexamined(Trofimovichetal.,2007;Sheen,2008),theimpactofstudents’dispositionsonCFisvirtuallyignored.Thus,inthefieldofSecondLanguageAcquisition,therehasbeenaconsistentcalltoexploreindividualdifferencesinCF(Lyster&Saito,2010;Sheen,2010).Thisstudyattemptstofillthisresearchgapbyinvestigatinghowdifferentaspectsoflearners'personalitiesinfluencetheeffectivenessoforalCFintheclassroom.Usingamixed-methodresearchdesign,thestudywilltakeplaceinanEnglishasasecondlanguageclasswithapproximately20learners.Datacollectionwillincludelearners’responsesonastandardizedpersonalityassessmenttest,apre-test/post-testassessmentofstudents’targetlanguageacquisition,classroomobservations,andparticipantinterviews.FindingswillbetriangulatedtoinvestigatetheperceivedefficacyoforalCFdeliveredbytheinstructor.Thepresenterwilloutlinethetheoreticalframework,theresearchcontext,studydesign,anddiscusspotentialcontributionstoresearchandpedagogy.IsabelleLemée(LakeheadUniversity)ilemee@lakeheadu.caLesmarqueursdiscursifsdanslediscoursd’apprenantsdufrançaisL2danslenord-ouestdel’OntarioL’utilisationdesmarqueursdiscursifs(DM)estunphénomènecourantdansleparlernatif.L’usagedeces“expressionsconventionnelles”estunefaçonsubtilepourleslocuteursL2d’essayerdepasserpourunlocuteurnatif.Uncertainnombred’étudesaexaminél’usagedesDMdanslediscoursnatiffrançais,maispeud’étudesontétémenéespourexplorerl’utilisationdesDMparleslocuteursdefrançaisL2.Cettecommunicationanalysel’utilisationdesDM‘comme’,‘pis’,‘donc’,fréquemmentemployésenfrançaisoralmaisdemanièrepeuuniformeparleslocuteursdefrançaisL1ouL2.Cenouveaucorpusportesurdesapprenantsavancésdufrançaislangueétrangère/langueseconde.IlaétérecueilliparmideslocuteursdefrançaisL2dunord-ouestdel’OntarioauCanada,oùlefrançaisestensituationminoritaire.Lesdonnéescomportentunquestionnaireethnolinguistiqueetunentretienmi-formeldetraditionlaboviennemenéavecchaqueparticipant.Laprésentecommunicationseproposederépondreauxquestionssuivantes:1)dansquellemesureuneexpositionextra-curriculairelimitéeaufrançaispeutlimiterlesutilisationsdiscursivesassociéesauxDM“comme,pisanddonc”;2)dansquellemesurelaprésenceoul’absenced’unéquivalentanglaisdecesDMpeutinfluencerleurtauxd’utilisation;3)est-cequeleslocteursL2suiventlesmêmescontrainteslinguistiquesquecellesutiliséesparleslocuteursnatifs;4)quelsfacteursextralinguistiquesinfluencentl’utilisationdecesDM,telsquelesexedulocuteur,sonniveausocial…IrynaLenchuk(YorkUniversity)ilenchuk@yorku.caCommunicativeCompetenceReassessed:TheCaseoftheLINCHomeStudyProgramThegoalofsuccessfullanguagelearningistheacquisitionofcommunicativecompetencedefinedas“thelanguageuser’sknowledgeof(andabilityforuseof)rulesoflanguageincontext”(Canale&Swain,1980,p.16).ThetheoryofcommunicativecompetenceisemphasizedinanumberofdocumentsdevelopedbytheCenterforCanadianLanguageBenchmarks(CCLB,2012,2012a,2013).ThesedocumentsoutlineanationalstandardforplanningcurriculaandassessmentproceduresinfederallyfundedlanguageprogramsinCanada,includingtheLINCHomeStudyProgram(CentreforEducationandTraining,2013),aCanadiandistance-educationprogramfornewcomersunabletoattendregularclasses.ThegoalofthispaperistoassessoneoftheModulesoftheProgramavailabletothegeneralpublicasademonstrationmodule.Thequestionofinterestisthefollowing:Howmuchofthisprogramisinformedbythetheoreticalconstructofcommunicativecompetenceanditsrecentcriticalreassessment(seee.g.,Bachman&Palmer,2010;Celce-Murcia,2007)?Tothatend,theanalysisoftheModulefocusesonthefollowingareas:1)presentationoflanguageknowledgeandcompetencyareasthattargetthesuccessfulacquisitionofcommunicativecompetence;2)communicativenatureoftheModuletasks;3)orientationtodifferentlearners(includingliteracylearners)anddifferentlearningstyles.ThepaperpointsoutthestrengthsaswellastheweaknessesoftheModule.Drawingonspecificexamples,thepaperalsooffersanalternativewayoforganizingtheModule,whichtakesintoconsiderationthecriticalreassessmentofcommunicativecompetence.JiaLi(UniversityofOntarioInstituteofTechnology)Jia.li@uoit.caAnnLesage(UniversityofOntarioInstituteofTechnology)ann.lesage@uoit.ca

Doliteracyskillsmattertomathematicsperformance?Ameta-synthesisofempiricalstudiesTheresultsfromthefirstinternationalSurveyofAdultSkillshaveshownthatCanadiansaged16to24scoredbelowtheaverageinliteracy(ranking14of21)andnumeracy(ranking15of21)ascomparedtootherparticipatingcountries(OECD,2013).Meanwhile,42%and48%ofstudentsinGrades3and6inOntariodidnotmeettheprovincialstandardforreadingandmathematicsrespectively(EQAO,2013).Educatorsbelievethatthereisapossiblecorrelationbetweenlanguageproficiencyandmathematicsachievement.Limitedlanguageskillscanbeabarrierforstudentstounderstandinstruction,effectivelydeveloplearningstrategiesandseekassistance.Morespecifically,limitedlanguageskillscansignificantlyaffectstudents’abilitytounderstandwordproblemsaswellasencodeandrepresentmathematicalinformation,whichinturn,cangravelyimpacttheirfuturesuccessinmoreadvancedmathematics(e.g.,Dowker,2009;LeFevreetal.,2010;Kleemans,Segers&Verhoeven,2011).Thismeta-synthesissystematicallyreviewsempiricalstudiesthatinvestigatetherelationshipbetweenstudents’mathematicalandlanguageskills.Thispresentationwillhighlightthemesemergedthatareessentialtothedebateonthetopicofwhethernumeracycompetenceisamajorproblemofmathematicalknowledgeoracompoundofproblemsinvolvingstudents’literacyandlanguageskillsandothercognitiveabilities.Thesethemesinclude1)dyslexiawithmathdifficulties,2)relationshipbetweenstudents’motivationinreadingandmathknowledge,3)correlationbetweenspecificlanguageandmathskills(e.g.,phonologicaldecodinginrelationtoarithmeticperformance(Vukovic&Lesaux,2013)),and4)Englishlanguagelearners’mathskills.Thestudysuggestsdirectionsoffutureresearchandprovidesinsightstodevelopeducationalinterventionstoaddressstudents’limitedandspecificlanguageandliteracyskillsthatinfluencemathematicalknowledgedevelopment.JohnM.Levis(IowaStateUniversity)jlevis@iastate.eduGretaMullerLevis(IowaStateUniversity)gmlevis@iastate.eduLower-ProficiencyESLLearnersandtheAcquisitionofContrastiveStressSentencefocusisessentialforESL,EFLandELFcommunication(Jenkins,2002).Focusmarksnewinformationindiscourse(Halliday,1967),callsattentiontocontrasts,andpromoteslistenercomprehension(L.Hahn,2004).Theidentificationofcontrastivefocusisquitelearnable(Pennington&Ellis,2000).Explicitrulescanimproveproduction(M.Hahn,2002).LevisandLevis(2011)foundthatadvancedlearnersofEnglishimprovedproductionofcontrastsafterinstruction.However,theirsubjectswereadvancedlearnerswhoalreadyhadconsiderablesuprasegmentalinstruction.Butcaninstructionimproveperceptionandproductionforlowerlevelstudentswithlittlepreviousexposuretosuprasegmentalinstruction?Theacquisitionofcontrastsinvolvesseveralskills.Onestudyfoundthatlearnersimprovedproductionofcontrastsbylearningtopredictwhichwordsarecontrastingandbyemphasizingthesewords(LevisandLevis,2011).However,somestagesofacquisitionwerenotaccountedforintheirstudy.Inparticular,contrastivestressrequiresde-emphasisoffollowingwordsnotincontrast.Previousstudieshavenotexaminedthis.LevisandLevisnoticedthatthiswasaparticularlydifficultaspecttoacquire.Toaddresstheseproblems,wedevelopedafour-weekclasstoteachcontrastivestress.ParticipantswereintermediatetoadvancedstudentsinanIntensiveEnglishProgramataMidwesternUniversity.Theyreceivedindividualandgrouppractice,cognitivelyorientedinstructionandhomework.Acontrolgroupreceivednoinstruction.Apretestandposttestinvestigatedperceptionandproductionofcontrasts.Theperceptiontestexaminedabilitytoidentifyemphasizedandde-emphasizedwordsinsentences.Theproductiontestexaminedwhetherparticipantsemphasizedcontrastsandde-emphasizedwordsorsyllablesfollowingcontrasts.Participantssignificantlyimprovedbothperceptionandproductionofcontrasts.Theyimprovedproductionoflengthandpitchtoindicateacontrast.VickieWaikeiLi(UniversityofWesternOntario)wli252@uwo.caLearners'stories:Exploringstudents'EnglishlearningexperiencesintheHongKongcontextLanguagelearnersareactivemeaning-makerswhousethetargetlanguagetoco-constructtheirlearningexperienceswithothers(Pavlenko&Lantolf,2000).Moreover,theyconstantlynegotiatetheirlearners’identitiesandbeliefsbymeansoflanguage(Norton,2000;2010).ThisstudyisanarrativeinquiryintosixHongKongpost-secondarystudents’Englishlearningexperiences.TheoreticallyinformedbyNorton’s(2000;2010)workonidentityandEnglishlearning,thisstudyfocusesontheparticipants’perceptionsofEnglishlearningandthemselvesasEnglishlearnersalongtheirlearningtrajectories.Amulti-methodapproachwasadoptedinthestudy.Thedatawerecollectedthroughpre-interviewquestionnaires,interviewswithstudentparticipantsandpost-interviewclassroomobservations.Thecollecteddatawereusedtodevelopanarrativeofeachstudent’sEnglishlearning.ThispresentationfocusesontheEnglishlearningstoryofoneparticipant,Brandon.Brandon’sstoryconveysthevariousmeaningsthatheattachedtoEnglishlearningduringhissecondaryandpost-secondaryeducation.Moreover,hisstoryalsoillustrateshowhisperceptionofhimselfasanEnglishlearnerwasshapedandinfluencedbyhisSciencebackgroundandhisinteractionwithstudentsfromtheArtsdiscipline.Whiledocumentingthestudentparticipants’livedEnglishlearningexperiences,thisstudyhelpsraisepost-secondaryEnglisheducators’awarenessofstudents’priorlearningexperiencesandtheirmultipleidentitiesandthus,sheddinglightondevelopinganappropriatepost-secondaryEnglishcurriculumtoaccommodatestudentsfromdifferentbackgrounds.ThefindingsofthisstudycanalsobecomparedwiththoseofotherstudieslookingatEnglishlanguageeducationinEnglish-speakingcountries(e.g.Canada).(248words)GritLiebscher(UniversityofWaterloo)gliebsch@uwaterloo.caTetyanaReichert(UniversityofWaterloo)tetyana.reichert@uwaterloo.caLivedExperienceofMeaning:EmotionsandIdentityConstructionbyMigrantsinCanadaThegreatchallengeofthemostrecentreformsinCanadianimmigrationlawsystemistounderstandthewaysnewcomerswillreshapethesociallandscapeinCanadainthenearestfuture.Acloserlookatthediversityinlanguage,asanelementintheconstructionofidentitycanshowhowlinguisticandculturalidentitiesaswellasspeakers’emotionalrelationshiptotheirfirstandsecondlanguagesareplayedoutineverydaypractices.Thoughsomeattemptshavebeenmadetoaddresstherelationshipbetweenemotionsandmultilingualismintheresearchonmultilinguals(e.g.,Kramsch,2009;Pavlenko,2005),littleattentionhasyetbeenpaidtothewaysinwhichemotionsandaffectplayaroleinmultilinguals’constructionsofidentities,whichisthefocusofthispaper.ThedataforoursociolinguisticinvestigationconsistsoftwosetswhichwerecollectedaspartoftwolargerprojectsonlanguageandidentityofmultilingualspeakersinCanada.Thefirstsetcomesfromabout100hoursofinterviewswithGerman-speakingimmigrantsinCanada.Thesecondsetofdatacomesfromabout50hoursinteractionsandinterviewsoflearnersofGermanwhichwererecordedatamajorCanadianuniversity.Ouranalysisofthesedatadrawsoninteractionalsociolinguisticsandconversationanalysis,andwewillusedataexcerptsinourpresentation.Ourstudycanprovideausefulperspectivetounderstandasociallymediatedprocessofeverydaylanguageuseamongmultilinguals,oflearningmultiplelanguagesaswellastheconstructionsofemotionsingeneral.

EdnaLima(IowaStateUniversity)ednalima@iastate.eduLower-ProficiencyESLLearnersandtheAcquisitionofContrastiveStressPronunciationisacrucialcomponentofsecond/foreignlanguageproficiency.Itisimpossibletospeakwithoutpronouncing(Luoma,2004).Inmanyinstancesinwhichgrammarandvocabularyarecorrect,belowacertainlevelofpronunciationcommunicationcannottakeplaceeffectively(Celce-Murcia&Goodwin,1991;Hinofotis&Bailey,1980)aspoorphoneticcontrolandprosodycandistractthelistenerandhindercomprehensionofthemessage(Eskenazi,1999).AlthoughresearchershighlighttheimportanceofpronunciationandadvocatethatitbecomepartofESL/EFLcurricula,thereisalackofsubstantialresearchconnectingtheorytopractice.Asamatteroffact,pronunciationisoftenignoredinsecondlanguageteaching,especiallyinEFLcontexts,becauseteacherslacksupport,lackpreparationandtraining,havedifficultyinestablishinggoals,havedifficultyindefiningpedagogicalpriorities,andhavedifficultyindecidingoneffectiveapproachestoteaching(Derwing&Munro,2005).Inresponsetotheseissues,anonlinepronunciationtutorfocusingonEnglishsuprasegmentals(wordstress,rhythm,andintonation)hasbeendevelopedtoimprovethecomprehensibilityofL2speakers.Thispresentationwilladdressfourmajorconsiderationsinthedevelopmentoftheonlinepronunciationtutor:1)theimportanceofsuprasegmentalsonspeakerintelligibilityandcomprehensibility;2)thepotentialthatanonlinetutorofferstoaddressbasicprinciplesleadingtoeffectivepronunciationinstruction(e.g.,accesstomultiplemodels,opportunitiesforlargeamountsofpractice,andself-determinedpace);3)theimportanceofpronunciationfeedbackanditsdifferentmodalityinonlineinstruction;and4)theeffectivenessandusefulnessofonlineinstruction.KimLockhart(UniversityofBritishColumbia)kim.lockhart@ubc.caL’identitéprofessionnelledesenseignantsdel’immersionfrançaiseenColombie-BritanniqueCetteétudeportesurl’identitéprofessionnelledesenseignantsdel’immersionfrançaiseetlesquestionsderechercheportentsurlesreprésentationsquecesenseignantssefontdeleurtravail,deleursresponsabilités,deleursrapportsauxapprenants,deleursrapportsauxcollèguesetdeleurappartenanceauprogrammedel’immersionetàl’école.Larecherchereposesuruneméthodologiequalitativepouranalyserdesdonnéessecondairesprovenantd’unerecherchepancanadienneetrecueilliesparmoyend’entrevuesfaitesauprèsde11enseignantsquitravaillaientdansunprogrammed’immersionfrançaiseenColombie-Britannique.L’analysemontrequ’ilexisteunécartentrelesbutsdel’immersionfrançaiseetlesreprésentationsquelesenseignantsseconstruisentdeleuridentitéprofessionnelle.L’identitéprofessionnelledel’enseignantdel’immersionfrançaisesesitueàl’intersectiondetroissphères,soitlavieprofessionnelle,privéeetcommunautaireetellesedéveloppedansuncontextedetensionsopposées.L’analysedesdonnéesrévèleaussiquelesenseignantsdel’immersionfrançaiseontdesreprésentationsdeleurtravailquichangentavecletempsgrâceàdesélémentsdéclencheursquilesconduitàdesphasesderemiseenquestionconcernantleurtravail.HeatherLotherington(YorkUniversity)hlotherington@edu.yorku.caNataliaRonda(YorkUniversity)natalia@ronda.caUpdatingcommunicativecompetence:AmultimodalanalysisoftwoelementarytextsFollowingHymes’s(1972)theorizationofcommunicativecompetenceinresponsetoChomsky’s(1965)abstractgrammaticaltheorizingofcompetence,Canale&Swain(1980),andCanale(1983)developedaframeworktoguidecommunicativeFrenchasasecondlanguage(FSL)testinginOntario.Sincethen,thisframeworkhasinformedcommunicativeteachingandtestingofforeignandsecondlanguagesmoregenerally,including,prominently,English.Threesocialshiftshavesincerevolutionizedcommunication:globalization,describedasworldshrinkage(Larsson,2001)orflattening(Friedman,2005);digitization,shiftingcommunicationfrompagetoscreen(Kress,2003;2010),invitingconvergenceculture(Jenkins,2006),andenablingcollaborativemultimediaproduction;andsuperdiversity,increasingdemographiccomplexity(Vertovec,2007).Thesesocialtrendsaremutuallyreinforced;Parkin(2012)historicallylocatestheemergenceofsuperdiversityinthelate1980sandearly1990sconvergentwithdigitization.The1980scommunicativecompetenceframeworkwasbasedonthecommunicationtechnologiesandculturalconceptsofthetime,gearedtofourskillscateringtonationstatespeechcommunities,printandaudio-visualculture.Labels,suchasforeignandsecondlanguagerelatepoorlytosuperdiversepopulationsinthedigitallandscape.Significantdevelopmentsincommunicationtechnologieshavedeeplyaffectedhow,why,where,andwithwhomwecommunicate,andthetextualstructuresgrounding1980stheorizingoncommunicativecompetencehaveundergonesignificantresemiotization(Iedema,2003).Thispaperbrieflyoverviewsthechangingcommunicationlandscape,analyzestwotextsbyorforelementaryschoolstudentsinTorontomultimodallyusingElleström’s(2010)intermedialityframework,andinvitesdiscussiononupdatingtheparadigmofcommunicativecompetenceforcontemporarycommunication.CallieMady(NipissingUniversity)calliem@nipissingu.caImmigrantstatusasaninfluentialfactorinadditionallanguagelearningOnefrequentlyposedquestioninthefieldofmultilinguallanguageacquisitionis:Howdoesadditionallanguage(Ln)learningdifferfromsecondlanguage(L2)learning?Onecommonresponseis:experiencewithL2sfacilitatestheLnlearning.Amonginfluentialfactors,language(s)proficiency(Cummins,1979),context(s)oflanguageacquisition(Gibson&Hufeisen,2003),languagedistance(s)(DeAngelis,2007),perceiveddistance(Kellerman,1978)andmotivation(Ushioda&Dörnyei,2012)impactlanguagelearning.AlthoughthefactorsaboveimpactLnlearning,itispriorexperiencewithtwolanguagesthatistheunique,complexfactordifferentiatingsecondfromLnlearning.TheunderlyingsupportforL2knowledgeenhancingLnlearningisgroundedinCummins(1979)interdependencehypothesis,whichhighlightstheunderlyingaccumulatedmentalprocessesthatcomewithlanguage-learningexperience.Similarly,Cook’s(1995)multicompetencemodelrecognizeslanguagesandinterlanguage(s)asaddingtothelinguisticknowledge/skillsofanindividual.Morespecifically,CookunderscoresthatthemetalinguisticknowledgethatcomeswithknowingtwoormorelanguagesisadvantageousforLnlearning.ThisstudycomparestheFrenchasasecondlanguageachievementofCanadian-bornEnglish-speakingstudents,Canadian-bornbilingualstudentsandbilingualimmigrantstudents(N=96)asgatheredbymeansofamulti-skillstest.ThroughANOVAs,posthoctestsandmultipleregressionanalysis,itwasdeterminedthattheimmigrantgrouphadsuperiorresults.Theseresults,however,werenotduetoenhancedmetalinguisticawareness,cognitivestrategyuse,priorlanguage-learningexperienceorincreasedmotivation.ThispresentationconnectstheuniquefindingstotheinfluenceoftheeducationalandbroaderCanadiancontexts.HedyMcGarrell(BrockUniversity)hmcgarrell@BrockU.caDonnaPearce(BrockUniversity)dp07ph@badger.ac.brocku.caAComparativeStudyofDevelopingWriters’UseofTransitionExpressionsResearchershavestartedtoexplorehownative(NS)andnon-native(NNS)Englishwritersusetransitionexpressions,especiallyinacademicEnglish,inrelationtotheoriesofsecondlanguage(L2)writinganddevelopment.Theseexpressionsreflectwriters’commandofsyntaxaswellasgenre-specificconventions.Whileseveralpreviousstudieshaveinvestigatedtextsproducedunderconditionsreferredtoas“timed-impromptu”writing,wherestudentsarerequiredtowriteanessayinalimitedtimeinresponsetoagivenprompt,thecurrentstudyfocusesonanacademicpapergraduatestudentspreparedoutsideofclass,inanenvironmentthatsupportedtheproductionofmultipledrafts.Thisquantitativestudycomparestherangeoftransitionexpressionsusedintheacademicwrittentextsof18native(NS)

and23non-native(NNS)speakersofEnglish.Thetransitionexpressionsineachpaperwereidentified,thensubdividedintofourmajorcategories(additive,adversative,temporalandcausal)accordingtoHallidayandHasan’s(1976)framework.ThetypeandnumberofeachindividualexpressionwererecordedandtheresultsforNSandNNSgroupswerecompared.TheresultsshowedthattheNSemployedagreaternumberofdifferenttransitionexpressionsoverall.Theyalsoexhibitedmorevarietyinseveralofthesubcategories.Thesefindingsareconsistentwithpreviousfindings(e.g.Connor,1984;Firth,1988,ascitedinMcCarthy,1991;Mohamed-Sayidina,2010),andsuggestthattransitionexpressionsdrawonwriters’lexical,grammarandgenre-specificabilities.OlgaMakinina(CarletonUniversity)olga.makinina@gmail.comCollocationRecognitionbyAdultSpeakersofEnglishasaFirst/SecondLanguageLanguagemainlyconsistsofformulaicsequences(Wray,2002),ofwhichcollocationsarethemostfrequentandleastexplored.Nevertheless,collocationmasteryisatthecoreoflanguageproficiencysinceknowingwhatwordsfittogetherenablesalearnertoperceiveandproducelanguagein'chunks'asnativespeakersdo.Toeffectivelyteachcollocations,itisnecessarytodeterminethefactorsthatconditionwordcombinationchoices.ThisstudyinprogressexamineshowthelevelofproficiencyinEnglish,theprimarylanguagebackgroundandlinguisticcharacteristicsofatextaffectcollocationrecognition.Theunderlyingresearchquestionfocusesonthecriteriathatguidestudentstoidentifycollocationsas"natural"and"unnatural"-sounding.Thepaperaddressesstagesofamixed-methodsresearchapproach,namelytheexploratorysequentialdesign(CreswellandPlanoClark,2011),asimplementedinthestudy.Atthefirststage,thequalitativedataiscollectedfromatestandsemi-structuredinterviewwiththreerandomlyselectedparticipants:anESLlearner,aproficientspeakerofEnglish/anotherlanguage,andaparticipantwhousespredominantlyEnglishasaprimarylanguage.Theresultsprovideinsightsintocognitivestrategiesstudentsemployedtoapproachthetestandfactorsthatinfluencecollocationrecognition.Atthesecondquantitativestage,approximately100undergraduateuniversitystudentsfromdifferentprimarylanguagebackgroundstakeasurveyandtestthatareanalyzedintermsofaccuracyandappropriatenessofchoices.Afterexaminingthereasonsinfluencingtheparticipants'choiceofrespectivewordcombinations,theresearchermakessuggestionsforapproachingcollocationsintheESLclassroom.YuyaMatsukawa(UniversitéLaval)yuya.matsukawa.1@ulaval.caAssociationlexicaleparadigmatiqueousyntagmatiquechezdesapprenantsdébutants?L’associationlexicaleestdepuislongtempsutiliséepourmesurerlaconnaissancelexicaledesapprenantsenL2(Read,1993;Meara,2009).Parailleurs,enpsycholinguistique,ellesertàexaminercommentestorganisélelexiquemental,plusprécisémentdequellefaçonsontorganiséslesréseauxlexicaux.Lesrecherchesconduitessurl’associationlexicaleenL2ontrévéléchezdesapprenantsadultes,intermédiairesouavancés,quecesdernierstendaientàproduiredavantaged’associationsdenatureparadigmatique(Zareva,2007;WolteretZareva,2012).Néanmoins,aucuneétuden’atentédevérifierquelstypesd’associationsparadigmatiqueousyntagmatique,pouvaientêtreobservéschezdesapprenantsdébutants.NotrerecherchevisaitdoncàfairecettevérificationcarsavoirqueltypedeconnexionslexicalesenL2cesderniersétablissentlorsdel’apprentissagedesmotsnouveauxpourraitcontribueràl’améliorationdel’enseignementetdel’apprentissageduvocabulaireenL2.Notrerechercheavaitpourobjectifdedéterminerqueltyped’associationsfaciliteraitlemieuxl’apprentissagedesmotsenL2.L’expérimentationaétéréaliséeauprèsde142apprenantsjaponaisdufrançaisdanslespremiersstadesdel’apprentissage.Deuxgroupesexpérimentauxontapprislesmotsciblesenfrançaiseneffectuantlarécupération,baséesurl’associationlexicale,paradigmatiqueousyntagmatique,etungroupetémoin,unetâchedecopiagedephrasesassociéesàcesmotscibles.Lesrésultatsontrévélél’efficacitédelarécupérationbaséenotammentsurl’associationparadigmatiquepourl’apprentissageduvocabulaireenL2,suggérantquelesapprenantsenL2ontsurtoutrecoursauxconnexionsparadigmatiquesdansl’organisationdesréseauxlexicauxenL2.MaryO'Brien(UniversityofCalgary)mgobrien@ucalgary.caProductionofwordstressinL2GermanIndividualswhobeginlearninganL2inadulthoodwillspeakthatlanguagewithaforeignaccent.Muchofwhatconstitutesaforeignaccentisoftenhighlypredictable,andresearchhasshownthateventhosespeakingwithaccentsoftenproducecomprehensiblespeech(e.g.,Munro&Derwing,2006).InthecurrentstudyweinvestigatetheproductionofoneaspectofL2speechthatcausesproblemsforbothspeakersandlisteners:wordstress.Wordstressisoneareainwhicherrorsmayaffectaspeaker’scomprehensibility,andyetclassroompracticedoesnotfocusontheproductionofwordstress.Unlikepreviousstudiesonthetopic,thecurrentworkwillinvestigatetheroleofinputinstructionontheproductionofpredictablewordstressinGermanwordswithEnglishcognates.Participantsinthecurrentstudywere24L2learnersofGerman,halfofwhomreceivedtraininginwordstressproduction.Inthepre-test,theywererecordedproducingGermancognatewordswithpredictablestress.Learnersinthetrainingconditionwereexposedtoaweek-longinputinstructionprogramonGermanwordstressthatalongthelinesofVanpatten’s(1996)ProcessingInstruction.Allparticipantsthencompletedapost-testproductiontaskalongwithathink-aloudprotocolandadelayedpost-testthreemonthslater.Resultsindicatethattheparticipantsinthetrainingconditionsignificantlyoutperformedthosewhodidnottakepartinthetrainingatpost-testandinthedelayedpost-test.Thestudyshowstheeffectivenessofinputtrainingforpronunciationandhasimportantimplicationsforclassroompronunciationinstruction.MyriamPaquet-Gauthier(UniversitéLaval)myriam.paquet-gauthier.1@ulaval.caSuzieBeaulieu(UniversitéLaval)Suzie.Beaulieu@lli.ulaval.caCanL2classroomstakethebi/multilingualturn?Forthepasttwodecades,momentumhasgatheredinfavourofabi/multilingualturninsecondlanguage(L2)acquisitionresearchandteaching(Ortega2013).Inviewofmountingevidencethatbi/multilingualspeakersdifferfrommonolingualsonacognitive(Granena&Long,2013)andsociolinguisticlevel(Rampton,1995),multicompetence(Cook,1999)hasbeenproposedtoreplacenativenessandmonolingualismasamorevalidandachievableyardstickbywhichtomeasureL2learners’success.However,thisproposedshifthasnotmadeitswayintoformalL2teachingsettings.ThelanguagepresentedtoL2learnersisasetofideal,monolingual,standardnormsoftenremovedfromactualtargetlanguagepractices,implyingthatlinguisticfeaturesareneversubjecttosociostylisticvariation(Gadet,1989).Inaddition,L2learners’goalisoftentoneutralisecross-linguisticinfluencesand‘passfor’anativespeaker(Piller,2002).Weproposethatthebi/multilingualshifthasnottakenplaceinpracticebecauselanguagefeaturesassociatedwith(ideal)monolingualnativenessarenecessaryinmanyommunicativesituationsL2usersencounter.Borrowingfromsociolinguisticstheconceptsofcommunicativedistanceandimmediacy(Koch&Österreicher’s,2001)wewillshowhowcommunicativesituationsandtheiroralorwrittenrealizationsarelocatedonaconceptionalcontinuum.Usingsociolinguisticexamplesfromexistingliterature,wewillillustratehowmonolingualstandardnormsandsharedcode-switchingusagerepresentthemodel’smostdistantandimmediatecommunicativeends,respectively.Wewillthusarguethattraditionalmono/multilingualandnative/nonnativeoppositionscanbereframedinordertolegitimatemodelsforL2acquisition.

EnricaPiccardo(OntarioInstituteforStudiesinEducation/UniversityofToronto)enrica.piccardo@utoronto.caCarolynPiersma(OntarioInstituteforStudiesinEducation/UniversityofToronto)c.piersma@utoronto.caTheImportanceofEmpathyinSecondLanguageEducation:aspaceforliteracynarrativesThediscoveryofmirrorneuronsrevealingthatwhenwewatchorimaginesomeoneperformanactionthesameneuronsarefiredinourbrainsasifweourselvesweredoingtheaction(diPellegrino,Fadiga,Fogassi,Gallese&Rizzolatti,1992)hasprovedourneuronalsystemenablesustounderstandthroughemotionalandmotorresonance.Throughsimulatedexperientialsituations,literarynarrativesengagereadersinanempathetic,interactiveprocessincreasingmindandmemorycapacities(Mar&Oatley2008).Readersperceivesituationsandbuildupthemeaningthrough:i)thefilteroftheirownculturalreferences,experienceandknowledge;ii)perceivedemotionsfunctioningascognitivestrategies(Damasio,1994;1999;Frijda,1986;LeDoux,2003);andiii)empathy,i.e.thecapacitytoputoneselfinsomeoneelse’sshoeswhiledistancingoneselfthroughfictionalmake-believe(Aden,2010b).Neuroscientificresearchoffersapromisingtheoreticalframeworkforstudiesinsecondlanguageeducation(SLE).Accordingly,literaturemightbecomeasourceofsimulatedexperiences,enrichingthelearningprocessatalmostanylevelofproficiency.Wewillpresenttheresultsofaninternationalstudy,conductedamongCanadianESLandFrenchFSLhighschoolstudents,whichinvestigatedtheroleofemotionsinenhancingtheprocessofunderstandingsecondlanguage.Thequalitativemethodologyusedrequiredstudentstocompletealiteratureresponsequestionnaire(Miall&Kuiken,1995)andtoparticipateinfocusgroupswhereliterarynarrativeswerediscussed,supportedandtriangulatedbyteachers’observationsandinterviews.Thedataaddresstheextenttowhichempathycontributestostudents’performanceandinfluencesmotivationandinterest.GeoffreyPinchbeck(UniversityofCalgary)ggpinchb@ucalgary.caLexicalFrequencyProfilingofCanadianHigh-schoolExpositoryWritingThispresentationwillexaminetherelationshipbetweenvocabularyuseandacademicsuccessinmainstreamgrade12EnglishLanguageArts(ELA)classrooms.Canadianlargeurbancentresareundergoingarapiddemographicshift4,oneresultofwhichhasbeenacallforacademiclanguagetobegivenamoreprominentroleinmainstreampubliceducationalplanningacrossthecurricula3,11,12.WorkingtowardsthedevelopmentofanacademiclexicalsyllabuscomponentwithinthemainstreamK-12secondarycurricularframework,wesetouttorefineandoperationalizetheconstructofgeneralacademiclanguagewithinCanadiansecondaryeducationsettings(asopposedtopost-secondarysettings,e.g.Coxhead,2000).Wefirstcompileda>1,500,000-word,grade-12-studentwrittencorpusfromalargerandomsampleofessaysfromaprovincialdiplomaELAexam.Lexicalfrequency10datawerecompiled,andvocabularyprofiles2thenweregeneratedbyaligningindividualessayvocabularyfrequencywithtworeferencecorpora,including:1)adultUS/UK5,7,10and2)K-12schooltextbookandreadercorpora14,aswellastheexamcorpusitself.Vocabularyprofileindiceswerethencomparedtothefollowingassociateddata:1)officialprovincialexamessayscores(holisticrubricscoring1),2)writingerrordatausingadetailedcodedrubric8,9,and3)studenthigh-schooltranscripts.Usingacombinationofregressionapproaches,weidentifyadomainofmid-frequencyvocabulary13thatexplainsuniquevarianceofbothessayqualityandgeneralacademicsuccess.WepresenthowthisresearchmightbeusedtodeveloptoolstomonitorEnglishacademicliteracydevelopmentfordiagnosticpurposesandtoinformastrategicK-12academiclanguagepedagogy.MariaAntoniettaPinto(SapienzaUniversitàdiRoma)maripinto@tiscali.itFedericaMicale(SapienzaUniversitàdiRoma)federicamicale@live.itPromotingmetalinguisticawarenessingroupdiscussions:anempiricalstudyonuniversitystudentsMetalinguisticawarenesshasbeendefinedinmultiplewaysbylinguistsandpsycholinguists(Gombert,1990;Jessner2006)andprevailinglystudiedusingspecifictests,asidefromsomecasesbasedonqualitativeanalysisofstrategies(Jessner2006,2008).Wewillpresentastudyusingamethodologypartlybasedonavalidatedmetalinguisticabilitytest,andpartlyonqualitativeanalysisofgroupdiscussionsabouttheoutcomesofthetest.Universitystudentswhohadreceivedhalfoftheitemsofthetestandreachedaprevailingscoreof0,1or2wererecruitedforcreatingtwofocusgroupsofthreeparticipants,eachofwhichrepresentedadifferentscorelevel.Participantswerethentestedontheotherhalfofthetest.Afterwards,atutorrecapitulatedeachresponsebyeachparticipantandstimulatedagroupdiscussionabouttheseresponses.Thediscussionwasaimedatfosteringadvancesinmetalinguisticawarenessbyexploitingtheverydifferencesoftheparticipants’pointsofviewandthegapsintheirphrasingabilities.Qualitativeanalysisfocusedonboththementalprocessesmadeexplicitbytheparticipantswhenusingsuchexpressionsas“Icompared”,“Iargued”,andthemetalinguisticrelevanceofthemorphemestheyanalyzedinthetestitems.Eachparticipantshowedadvancesincoreaspectsofmetalinguisticawareness,i.e.thereflectionactivityitselfandtheobjectivefeaturesidentifiedinthelinguisticmaterialsofthetest.EducationalimplicationsforbothL1andadditionallanguagesteaching,andcorrelationswithpersonalitytraits,asmeasuredbytheHexacopersonalitytest(Lee&Ashton,2004),arediscussed.NasrinRamezanalinasrin.ramezanali@gmail.comTheeffectof4differentmodesofinstructionsonL2vocabularyacquisitionofEFLlearnersThisstudyexaminedtheeffectoffourmodesofinstructiononsecondlanguage(L2)vocabularyacquisitionofEnglishasforeignlanguage(EFL)learnersacrosshigh,intermediateandlowlevelsofproficiency.Themodesofinstructionincluded:a)textdefinitionalone,b)textdefinitionandstillpictures,c)textdefinitionandinstructionalvideoclipsandd)textdefinitionandthecombinationofstillpicturesandinstructionalvideoclips.Atotalof125femalehighschoolstudentsparticipatedinthestudyandtookapreliminaryEnglishTest(PET)asapre-testtoensuretheywereatthesamelevel.Theyweredividedinto4groupsofA,B,CandDandreceiveddifferentinstructionalmodesrespectively.GroupAwasinstructedviatextdefinitionalone,groupBreceivedtextdefinitionandstillpictures,groupCwastaughtviatextdefinitionandinstructionalvideoclipsandgroupDwasexposedtotextdefinitionwiththecombinationofstillpicturesandinstructionalvideoclips.Atwo-wayanalysisofvariance(ANOVA)wasconductedtoshowifdifferentmodesofpresentationaffectedforeignlanguagevocabularylearningoftheparticipantsdifferently.TheresultshowedthattextdefinitionalonewasmoreeffectivethanothermodesofinstructiononL2vocabularylearningandinstructionsforgroupsC,BandDaremoreeffectiveforvocabularylearningrespectively.Threepossibleinterpretationsofthefindingswillbediscussed.Thefindingsarebeneficialforlanguageteachersandlearnersinregardstotheuseofaudio-visualeducationalinstrumentstoteachandlearnforeignlanguagevocabularyitems.LeilaRanta(UniversityofAlberta)leila.ranta@ualberta.caElizabethGatbonton(ConcordiaUniversity)beth.gatbonton@education.concordia.caDevelopingeffectivegrammarinstructiontotrulyenabletask-basedlearningandteachingInCanadapublically-fundedprogramsforadultimmigrantsareexpectedtobeconsistentwithasetofcompetency-baseddescriptorscalledtheCanadianLanguageBenchmarks(CLBs).CLBpolicydocumentscallforteacherstoemployatask-basedapproachtoteachingandtoprovideform-focusedinstruction,asneeded,inordertoenhancelearningoutcomes.Furthermore,thesedocumentsportraygrammarinstructionasfulfillinganenablingroleforcommunicativetaskperformance.Theresponsibilityfordecidinghowtointegrategrammarwithintask-basedlessonsislefttotheteacher.Surprisingly,availableresourcesandguidelinesinsupportofgrammarteachingrecommendatraditionalpresentation-practice-productionapproach.Yet,fromanSLAperspective,itisunlikelythattraditionalgap-fillexerciseswill

actuallyenablelearnerstousethetargetgrammaraccuratelyandfluentlyintheensuingcommunicativetask.Inthispresentation,wewillargueforanapproachtogrammarinstructionwithintask-basedlessonsbasedontheACCESSpedagogicalframework(Gatbonton&Segalowitz,2005).Inthisframework,grammarlearningispromotedthroughtheuseofgenuinelyinteractive,goal-orientedenablingtasksthataredesignedtoelicitacriticalmassofutterancesexemplifyingthegrammaticalstructuresrequiredintheperformanceofthemaintask.Byworkingtoachievetaskgoals,learnersrepeatedlyusethetargetutterancesincontext,whichcontributestogainsinaccuracyandfluency.Toillustrate,wewillprovideanexampleofatasksequencewithACCESSfeaturesandpresentevidenceoftheeffectivenessoftheseenablingactivitiesfromChineselearnerswhoparticipatedinasmall-scalestudy.LeslieRedmond(UniversitéduQuébecàMontréal)redmond.leslie@uqam.caLouisetteEmirkanian(UniversitéduQuébecàMontréal)emirkanian.louisette@uqam.caWhatlearners’errorscantellusaboutavoidance:thecaseofphrasalverbsThisstudyproposestoanalysetheerrorsproducedbyFrancophoneESLlearnersinthecontextofastudyontheavoidanceofphrasalverbs.Todate,studieshavefocusedentirelyonthecorrectproductionofphrasalverbswithouttakingintoaccountthetypesoferrorsproduced(Dagut&Laufer,1985;Hulstijin&Marchena,1989;Laufer&Eliasson,1993;Liao&Fukuya,2004).Inordertomeasureavoidance(Schachter,1974;Kleinmann,1978),learnersweregivenoneoftwotests:amultiplechoicetest(n=35)wheretheyhadtochoosebetweenaphrasalverbandacorrectone-wordverb,andagap-fillingexercise(n=47)withawordbanktochoosefrom.ResultsshowthatlearnersusedsignificantlylessphrasalverbsthantheAnglophonecontrolgroup,interpretedasavoidance.Inordertofurtherexplorethetypesoferrorsproducedbyourlearners,wetookacloserlookattheerrorsproducedonthegap-fillingtest.Theseerrorswerethenclassedaseithersyntactic(aviolationoftheverb’ssubcategorizationscheme),semantic(aproblemlinkedtothesemantictypeoftheverb’sarguments)orboth.ResultsofaMANOVAconfirmthatthereisasignificantrelationshipbetweentheproductionoferrorsandthetypeofphrasalverbasproposedbyJackendoff(2002).Also,inphrasalverbcategorieswheretherewasmoreavoidance,therewerealsomoreerrorsproduced.IdentifyingthesourceoftheerrorwillallowustobetternuanceavoidancemeasuresbypinpointingthesourceofdifficultyforL2learnersKatherineRehner(UniversityofTorontoMississauga)katherine.rehner@utoronto.caTheCEFRinOntario:FSLstudents’self-assessmentsofsociolinguisticskillsResearchonthedevelopmentofsociolinguisticcompetencebyadvanced-levelFSLlearnersdemonstratesthatsuchlearnershavenotmasteredtheuseofthesocio-stylisticregistermarkersemployedbyFrancophones(cf.Dewaele,2004;Mougeon,Nadasdi,&Rehner,2010;Regan,Howard,&Lemee,2009).Infact,Bartning(2009)identifiesthedevelopmentofsuchskillsastheprimarydifferencebetweenadvancedlearnersandnearnatives.ButhowadvancedFSLlearnersperceivetheirsociolinguisticskillsandhowtheirself-assessmentslineupwiththecriteriaforanobjectivemeasureoftheircompetenceisaquestionthathasnotbeenaddressedintheliterature.Tothisend,thepresentstudy,guidedbyaLaboviantheoreticalframework(Labov,1972),employsamixed-methodsapproachtodataanalysisandusesthesociolinguisticillustrativescaleofTheCommonEuropeanFrameworkofReferencetoassesstheself-reportedsociolinguisticskillsof56coreandimmersiongraduates.TheselearnersarestudyingFSLatanOntariouniversityandarereflectingontheircumulativeFSLexperiences.Analysis,basedontranscribedinterviews,revealsdifferencesbetweencoreandimmersiongraduates,aprogressioninself-perceptionsfrom1st-4thyearofstudy,learners’senseoflackingconfidence,experience,vocabulary-in-action,andnuancedexpression,andconcretesuggestionsforhowlearnerswishtodeveloptheseabilitiesthroughincreaseduseofthelanguageinparticularsettingsandviaafocusonparticularskills.Finally,theself-reportdatademonstratethatthestudentsclusterwithintwolevelsontheCEFRscaleandthatrankingsaretiedtoexposureandcommitmentstoFrenchoutsideoftheclassroom.HettyRoessingh(UniversityofCalgary)hroessin@ucalgary.caEarlyliteracy:Fromthought,toword,toprintThedevelopmentofearlyliteracyisamulti-faceted,dynamicprocessthatinvolvestransformingthoughttowordsandtranscribingthemtoprint.Agrowingbodyofresearchunderscorestheimportanceofthefoundationalskillsofprinting(‘languagebyhand’)andspelling(Gentry,1982;Alston,1983;Christensen,2009).Theseskillsmustbecomeautomatizedsufficientlyforyoungsterstounlocktheircognitiveandlinguisticresourcessotheymayengagewiththedemandsofcurriculumandincreasinglycomplexandsophisticatedmodesofwritinginupperelementaryschool(Berninger,1999).ThisstudyexaminestherelationshipoftheunderlyingskillsofprintingandspellingastheyinfluencethequalityofwritingattheendofGrade2andthevocabularychoiceschildrencanmustertofulfillthetasksetbeforethem.AclasssetofGrade2writinginresponsetoanexpositorypromptwasscoredholisticallyonatraitbasedrubric,thenscoredforspellingaccuracyandcontrol/legibilityofprinting.Thesampleswerethenprofiledusingpublicdomainsoftwaretogleaninsightstothevocabularychildrencanmarshalandmobilizetodescribe‘theidealzoo.’ThefindingsunderscoretheimportanceofBerninger’sdevelopmentalconstraintmodelofearlyliteracy.Thestudymakesacontributioninhighlightingtheneedforexplicitskillsinstructionandtheemergentabilityof‘excellent’youngwriterstotakerisks,tobestrategic,todemonstrateunderstandingofregisterandgenrerequirements,andtoeffectivelyusepre-writingactivity(sketching/drawing)asaconcretereferencepointfortransposingthoughttowordtoprint.NataliaRondanatalia@ronda.caHeatherLotherington(YorkUniversity)HLotherington@edu.yorku.caRevisingcommunicativecompetenceforthedigitalera:InteractivityandnewmediaTheframeworkofcommunicativecompetence(Canale&Swain,1980;Canale,1983)wasaradicalrethinkingofhowforeignandsecondlanguagesweretaught,andhasfirmlytakenaplaceofprominenceinthetheoryandpracticeoflanguageteachingandtesting.Asdigitaltechnologiesbecomemoremainstreamandentersocialandeducationalcontexts(Jenkins,2006;Negroponte,1996),aradicalrethinkingofcommunicativecompetenceisinorder:Howdodigitalmediachallengethenotionsofcommunication,speaker,andlanguage?Thispaperaddresseshowtheinteractivityofdigitalmediachallengetraditionalnotionsofcommunication,andcallforareexaminationoflanguageteachingandtesting.Digitalinteractivityprovidesunprecedentedopportunitiestocommunicatewithdiverseinterlocutorsviatext,sound,video,motion(throughdigitalavatarsinimmersiveonlineenvironments),andanycombinationoftheabove.Knowledgebuildingandlearningcanhappenvirtuallyingeographicallydispersedandlinguisticallydiversecommunities.CommunicationindigitalenvironmentsincludingTwitter,Facebook,YouTube,andthelikechallengethenotionsofcommunicativecompetencedevelopedfortheanalogueera.Theoreticalunderpinningofdigitalinteractivityandcommunicativecompetencediscussedinthispaperwillproposeanewmodelofhownotionsofspeaker,communicativeevent,andunitofcommunicationcanbeapproachedinlanguageteachingandtesting.UsingElleström’s(2010)modelofintermedialityandHerring’s(2007)computer-mediateddiscourseanalysis,examplesfromFacebookandTwittercommunitieswillbeanalyzedtoexaminehowdigitalinteractivitymanifestsitselfinvirtualcommunitiesoflearning.MarianRossiter(UniversityofAlberta)marian.rossiter@ualberta.caSarvenazHatami(UniversityofAlberta)sarvenaz.hatami@ualberta.ca

ESLpragmatics:AssessmentoflearnerapologiesPragmaticsplaysacrucialroleinnewcomers’successinCanada.Forsecondlanguagelearners,pragmaticcompetencedependsonthecorrectchoiceofspeechact,theuseoftypicalexpressions,theappropriateamountofspeechandinformation,andasuitabledegreeofformality,directness,andpoliteness1.NorthAmericanapologiesarecomplexspeechacts;theymayconsistofanexpressionofapology,followedbyanacknowledgementofresponsibility,anexplanationoraccount,anofferofrepair,andapromiseofnon-recurrence.Thisstudywasdesignedtoassesstheperformanceofapologiesby20adultlearnersatCLB4proficiencyinregularfull-timeESLclasses.Theresearchquestionsguidingthisstudywere(1)Istheresignificantimprovementinassessmentofapologiesoverfourmonths(>300hours)ofregularESLclasses?and(2)Isthereasignificantdifferencebetweenratingsoftheoralresponsesoftheparticipantsandthewrittentranscriptsofthoseresponses?Thelearnersrole-playedanapologyscenariowithresearchers.Therecordedapologieswererandomizedandtranscriptsoftheapologieswerealsopreparedforrating.Sixnativespeakerlistenersjudged(a)the40randomizedoralstimuli(fromTimes1and2)and(b)the40orthographictranscriptsofthesamestimuliwithregardtopoliteness,amountofinformation,strategyuse,andaccuracy.ThewrittentranscriptsreceivedsignificantlylowerratingsthantheoralproductionsatbothTimes1and2,buttherewasnosignificantimprovementinperformanceovertime.ImplicationsofthefindingsforESLinstructorsandassessorsarediscussed.AlanRussette(UniversityofWesternOntario)arussett@uwo.caACaseStudyofPedagogyandLearningEnvironmentinaFranco-OntarianChildCareCentreFrancophoneelementaryschoolsareattractingagrowingnumberofnon-Francophonestudents.InordertobeeligibletoattendFrancophoneelementaryschools,non-FrancophonechildrenmustdemonstrateanacceptableproficiencyinFrench.ThishasledparentstoenrolltheirchildreninFrancophonechildcarecentresinthehopesthatthechildrenwillbecomesufficientlyproficientinFrenchtopasstheadmissionsinterviewandtest.Thisexploratory,descriptivecasestudyexploresthepedagogyandlearningenvironmentinanOntarioFrancophonechildcarecentrewherethemajorityofchildrenwereAnglophoneornon-Francophone.RelyingonCummins’(1989)MinorityEmpowermentFrameworkandLyster’s(2007)CounterbalancedApproachtoSecondLanguageTeachingasreferencepoints,thisstudyinvestigatedhowFranco-Ontariancultureandlinguisticcharacterarereinforcedinthischildcarecentre;howlanguageinstructionwasintegratedintoeducationalactivities;andwhatsupportswereinplacetoassistandsupportAnglophoneandAllophonechildreninthisenvironment.Overtenweeks,theresearcherobservedtheday-to-daypracticesemployedbyEarlyChildhoodEducatorsinthecentre,observed(linguistic)interactionsbetweenstaffandthechildren,andthechildrenwithoneanother.Additionally,theresearcherdocumentedspecificlanguage-relatedeventsthatoccurred,andconductedinterviewswiththestaffofthechildcarecentreandoneparent.Theresearcherfoundthatthecentrepromotedacultureofuniversalacceptance,ratherthanstrictlyreinforcingFranco-Ontarianculture;thecentre’sinterpretationofEmergentCurriculummesheswellwithLyster’s(2007)CounterbalancedApproach;andthatgestures,repetition,andpraisewereusedwithallthechildren,regardlessoflanguagebackground.MohammadRezSabetghadam(ShirazAzadUniversity)mr.sabetghadam@yahoo.comSomayehSabetghadam(ShirazAzadUniversity)somayeh_3042@yahoo.caFahimehSabetghadam(ShirazAzadUniversity)if_5253@yahoo.comAmbiguitytolerence/intolerence&theperformanceonc-testbyIranianadvancedlearnersInadditiontolanguageability,therearesomespecificinternalattributesthatmayaffectindividuals’performanceondifferenttests.Theseattributesareinternalandcannotbecompletelycontrolledbyteachers,buttheireffectscanbeinvestigatedasasourceoferrorinourmeasurementoflanguageability.Oneoftheseinternalattributesisambiguitytolerance.Ifanindividual’sambiguitytoleranceaffectstheperformanceofaC-test,itislikelythatitaffectstheperformanceofanyC-test.Thisstudyinvestigatedtheeffectofambiguitytolerance/intoleranceontheperformanceofIranianadvancedEnglishlearnersonC-test.AtfirstaTOEFLtestwasgivento80advancedstudentstoselectahomogenousgroupinEnglishproficiency.ThenMSTAT-1wasadministeredtoidentifyambiguitytoleranceandambiguityintolerancegroups.FiftytwooftheparticipantswerehomogenousinEnglishproficiency.Twentyfiveoftheparticipantswereambiguitytolerantandtwentysevenofthemwereambiguityintolerant.AstandardandreliableC-testwasadministeredtothetwogroupsandthenanindependentt-testwasruntofindoutifthereisanydifferencebetweentheperformancesoftwogroupsonC-test.Theresultsdidn’tshowasignificantdifferencebetweentheperformancesoftwogroupsonC-testanditissuggestedthatbeingambiguitytolerant/intoleranthasnoeffectontheperformanceofIranianadvancedlearnersonC-test.ShahrzadSaif(UniversitéLaval)shahrzad.saif@lli.ulaval.caDanaLewis(MinistryofForeignAffairs,St-Lucia)jadez76@hotmail.comThewashbackeffectofahigh-stakesFrenchexamonhighschoolteachers’practicesThisstudyexaminesthewashbackoftheCaribbeanSecondaryEducationCertificateexam(CXC),ahigh-stakesFrenchlanguagetest,onthehighschoolteachingpracticesinSaintLucia.Themainobjectiveofthestudyistoinvestigatethetestimpactonteachers’choiceofmethodologyandclassroomtasksafterthetestunderwentchangesin1998.Thestudyfocussesonteachers’classroombehaviorduringthelasttwoyearsofhighschoolleadinguptothetest.Datawascollectedfromtwelveteachersand180studentsrepresentingsixhighschoolsinSaintLuciausingthreeinstruments(questionnaires,interviewsandobservations).Inaddition,differentstakeholders(schoolprincipals,theCXCofficials,theministryofeducationrepresentatives)wereinterviewedfortheirviewsofthetestanditseffectsonteachers’activities.BaselinedatawascollectedbyanalyzingCXCdocuments.Thedatawasthenanalyzedqualitativelyandquantitatively,andsubsequentlytriangulated.Thefindingsrevealastrongtestinfluenceonteachers’choiceofteachingactivitiesbothinsideandoutsidetheclassroom.Thisinfluencewasmostlypositive.Teachers’choicesofmethodology;however,donotshowavisibleeffectofthetesteventhoughtheprincipalreasonbehindthechangesmadetothetestwastoinfluenceteachers’methodologicalapproaches.Theresultsofthestudyhighlighttheneedforcloselyexaminingteachers’behaviorsinresponsetothetestcontentandtherationalebehindtheirchoiceofdifferentteachingpracticesbeforeand/orinthecourseoftheteaching,particularlyincontextswhereteachershavenoobligationtoadoptaspecificmethod.MathiasSchulze(UniversityofWaterloo)mschulze@uwaterloo.caTrudeHeift(SimonFraserUniversity)heift@sfu.caSecond-LanguageProficiencyDevelopmentinaVirtualLearningEnvironmentTakingacomplexity-theoreticalperspectiveonsecondlanguagedevelopment(Larsen-Freeman&Cameron,2008),thispaperdiscussesthedevelopmentoftheinteracting,conglomeratevariablescomplexity,accuracy,andfluency(CAF),asthethreedimensionsoflanguageproficiency.TheCAFvariablesweremeasuredinalongitudinalstudywithL2learnersofGermanwiththegoaltoprovidestudentswithautomatizedindividualizedpreemptivefeedbackinacomputer-assistedlanguage-learningenvironment(Ellis,Basturkmen,&Loewen,2001).Thispreemptivefeedbackisbasedonbothlearners’pastachievementsandontheirachievementsincomparisontootherlearners.Itfocusesthelearners’cognitiveresourcesandwritingeffortsonspecificaspectstofurtherdeveloptheirtextualcomplexity,accuracy,andfluency.Morespecifically,ourstudyexaminedthewrittentext-productionoutcomesofeightL2learnerswhotookthreeconsecutivehybridlanguagecoursesatauniversityover16months.Weconductedcomputationaltextualanalysesanderrorannotationsandthencalculated

theproficiencygradeasdepictedinthelearnertexts.Plottingthesevariablesinbothtimeseriesandphasespacediagramsprovidedthebasisforcurvesketchingthedevelopmentaltrajectoriesofourlearners.Acorrelationalandclusteranalysisofthestudents’CAFdatainformedacase-by-casecomparisonofstudents’developmentaltrajectories.Studyresultsdetectandcapturegeneralizablepatternsinthetrajectoriesofindividualproficiencydevelopment;provideinsightsintolearnervariabilityovertimeandacrossgroupsbydemonstratingthesuitabilityofacomplexity-theoreticalperspectiveonsecondlanguagedevelopment;andmostimportantly,theseresultsenableustoprovideourstudentswithautomatizedindividualizedpreemptivefeedbackinavirtuallearningenvironmentbeforetheyembarkonthenextwritingtask.YasukoSenoo(McGillUniversity)yasuko.senoo@mail.mcgill.caMotivationinheritagelanguagere-learning:Adultbeginner-levelJapaneseheritagelanguagelearnerThisstudyexploresthepossibilityofJapaneseheritagelanguage(JHL)re-learningatthepost-secondarylevel.Focusingonadultbeginner-levellearnersinCanada,participants’motivationalorientationsforre-learningJapanesewereinvestigated.Insecondlanguageacquisition(SLA)researchoverthelasttwodecades,increasingattentionhasbeenpaidtosecondlanguage(L2)motivation.Asforheritagelanguage(HL)learners,somestudieshavefounddifferencesintheirmotivationalorientationfromthatofforeignlanguage(FL)learners(e.g.,Noels,2009;Dressler,2008).However,thenumberofstudiesthatfocusonHLlearnersisstilllimited,andtheoverallpictureforthesedifferenceshasnotyetbeenadequatelyclarified.Inordertofillthisgap,thisstudyaddressestwoquestions:1)whatwerethereasonsforparticipantstodecidetore-learnJapaneseatauniversity?;2)whatconflictsdidtheyexperienceincomingtothedecision?Thedatawerecollectedfromsixadultbeginner-levelJHLlearnersthroughbackgroundquestionnaires,diaries,andinterviewsspanning10-12weeks.Thefindingsindicatedthatadultbeginner-levelJHLlearners’sharedsomeaspectsintheirJapaneselearningmotivationsuchasHLlearneridentity,socialstatusofJapaneselanguageinthesociety,andmemoriesrelatedtoJapaneseuseathomeinchildhood.Further,itsuggestedthattheirlearningmotivationinvolvedasenseoffillingagapand/orreconstructingtheirpastmemoriesandfamilyhistories(towardsanegativedirectiontemporally),whereasthatofFLlearnerswithnoJapanesebackgroundrelatestothefutureirrespectiveoftemporaldistance(towardsonlyapositivedirection).JadeShapiro(UniversityofToronto)jade.shapiro@mail.utoronto.caTheRelativeEffectivenessofDifferentLearningMethodsforFrenchL2VocabularyAcquisitionTheacquisitionofvocabularyiscentraltothedevelopmentofgenerallinguisticability(e.g.,Schmitt,2000;DeGroot&VanHell,2005).Despitethis,vocabularyisoftenrelativelyneglectedinthesecondlanguage(L2)classroom(e.g.,Richards&Renandya,2002;Hedge,2008).Vocabularylearningmethodsallowlearnerstodiscoverandthenconsolidatewords’meaningforsubsequentuse(e.g.,Schmitt,1997;Nation,2001).WhilemanystudieshaveexaminedthetypesofmethodsthatL2learnersusetolearnvocabulary(e.g.,Schmitt,1997;Barcroft,2009),itisstillunclearwhichmethodsaremosteffective.Moreover,thevastmajorityofpastL2vocabularystudieshavefocusedonEnglishasthetargetlanguage.InthecaseofFrench,therehavebeenveryfewstudiessincethe1980s.InordertobetterunderstandtherelationshipbetweenlearningmethodsandlexicalacquisitioninL2French,thepresentstudyexaminestheefficacyoffouroften-usedlearningmethods:rote-memorization(traditionalmethod);amnemonicmethodthataimstocreatevisualorverbalassociations;anon-mnemonicmethodthatfocusesonin-contextlearningofthenewword,andamixedmethodwhichcombinesthemnemonicandnon-mnemonicmethods.Idiscussastudydesignedtoevaluatebothqualitativelyandquantitativelytheeffectofeachmethod,goingbeyondpreviousresearchonthegeneraleffectivenessofthesefourmethodsbyexaminingtheirspecificcontributionstothelearningoffalsefriends(wordswithsimilarformbutdifferentmeanings;e.g.,English:magazine/French:magasin‘store’).SuchwordsarequitecommoninFrenchandEnglish(e.g.,Bergeron,2006)andarerecognizedasasourceofproblemsforL2learners(e.g.,Lalor&Kirsner,2001;Cai,Pickering,Yan,&Branigan,2011).JeffreySteele(UniversityofToronto)jeffrey.steele@utoronto.ca,JadeShapiro(UniversityofToronto)jade.shapiro@mail.utoronto.caSimonaSunara(UniversityofToronto)simona.sunara@utoronto.caTheoreticalandmethodologicalissuesinthedevelopmentofanFSLvocabularytestVocabularyisoneofthekeycomponentsoflinguisticcompetenceincludingthatofL2learners(e.g.,Meara,1996;David,2008).Accordingly,assessinglearners’lexicalknowledge,whichincludesnotonlyprimarybutalsosecondarymeaningsandcollocations(Read,2000),constitutesacorepartofproficiencyevaluation.Wediscussthedevelopmentandvalidationofalow/mid-stakeon-lineFrenchvocabularytestdesignedtoassessbothvocabularybreadthanddepthinahighlyheterogeneous(L1,levelofFrenchproficiency)learnerpopulationthatcanbeusedatmultiplepointsoverthecourseoflearners’studies.Thistestconsistsoftwodistincttests.VocabularybreadthismeasuredthroughaVocabularyLevelsTest(Nation,1990),whichinvolveslearnersmatchingthreedefinitionswiththeappropriatelexicalitemsfromamongsixpossibilities.VocabularydepthistestedviaamodifiedversionoftheWordAssociatesTest(Read1993,1998),whichrequireslearnerstoindicatebothprimaryandsecondarymeaningsaswellascollocationsfromamongasetofchoices.AllthreeversionswerefirstpilotedwithnativespeakersandL2learners,revised,thentestedwithbeginner,intermediate,advanced,near-nativeandnativeFrenchspeakersforvalidation.Alongwithpresentingthequantitativeresultsofthevalidationstudy,wediscussthevariouschallengesofdevelopingbothtestcontent(e.g.,establishingatargetvocabularylist,controllingforlinguisticvariablesincludingwordfrequencyandcognatestatus,creatingmultiplecomparableversions)andthewebinterface.LindaSteinman(YorkUniversity)lstein@yorku.caDialogicfeedback:ExtendingtheencounterHowcanImakewrittenfeedbackmoreinteractive?ItakeseriouslywhatMarkee(2004)hasreferredtoas‘zonesofinteractionaltransition’;whatO’Donnell(2013)calledthe‘pedagogicalencounter’;whatothershavecalledthe‘contactzone’(cfDoherty&Mayer,2003;Pratt,1991).Thesearepotentiallytransformationalmomentswhenaninstructorinteractsdirectlywithastudent.HowcanImakethemostofthoseencounters?Evaluatingastudent’sworkisanintimateact,leavingamarknotonlyontheperson'sartifactbutalsoonthewriterhimself.Whetherthestudentusesthewrittenfeedbackasalearningtoolortossesthepaperintotherecyclingbin,theevaluationhassomeeffect.Inthistalk,IwilloutlinemypreviouspracticesinprovidingfeedbacktostudentsandreportonasmallactionresearchprojectIamconductingwithacurrentclassofESLundergraduatestudents.Studentsareasked,beforehandingintheirassignment,toindicatethosepartstheyfeelparticularlyconfidentabout(underlinetwice)andthosethattheyareunsureof(underlineonce).Studentsindicate’f‘forformor‘c’forcontent.Ithenprovideminimalfeedback(Haswell,1983)basedonconcernsexpressedbystudentsastheywrote.Iaskstudentsforcommentsonthefeedbackusingquestionssuchas“whatwillyouthinkaboutwhenyouwriteyournextassignment?”Theencounteristhusextended.Thisdialoguecomprisespartofthestudentgrade.ThissmallstudyisinformedbyVygotskiansocioculturaltheoryandbyinterculturalrhetoric.

SimonaSunara(UniversityofToronto)simona.sunara@utoronto.caForm-focussedinstructionofL2Frenchrhythm:DevelopmentofoutcomemeasuresandinstructionaltasksRecentresearch(Spada&Tomita,2010;Saito,2011)hasidentifiedtwosignificantgapsinpronunciationteachingresearchdesign:a)afrequentover-dependencyondecontextualizedteachingtasksandb)lackofreliableoutcomemeasuresappropriateforthepronunciationconstructsunderanalysis.Thecurrentpresentationseekstofillthesegapsbyreportingontheteachingtasksandoutcomemeasuresdevelopedaspartofaform-focussedpronunciationstudyonL2Frenchrhythm(form-focussedinstruction,Spada,1997).ThestudyexplorestheeffectsofinstructiononEnglish-speakinglearners’difficultieswithperceptionandproductionofL2Frenchrhythm.InadditiontoexplicitdiscussionofFrenchrhythm,theinstructionaltreatmentinvolvesfivetypesoftask(CommercialAnalysis,NewsScrambleGame,CardGame,PoetryAnalysis,andPronunciationRatingGame)wherefocusonformisintertwinedwithmeaningnegotiation.Thetaskdesigndiscussionincludesthelistening/speakingratio,timingofform-focussedactivities,provisionofcorrectivefeedback,andteacher-directedvs.peer-directedinputratio.Theeffectsofinstructionareevaluatedbymeansofpre-tests/immediatepost-testsinvolvinga)adelayedrepetitionproductiontaskthatrequireslearnerstoreconstructshortsentencesfromasetofindividualwordswithincontext(similarlyinSauermanetal.2011),b)aperceptualwordidentificationtaskduringwhichlearnersdecidewhichwordbestfitsaprominent/non-prominentsyllabletheyjustheard(similarlyinCooper,Cutler&Wales,2002;Tremblay,2007).ThetestsmeasurebothperceptionandproductionfacetsoftheFrenchrhythmconstructadoptedinthestudy.ShelleyTaylor(UniversityofWesternOntario)tayshelley@gmail.com‘Managing’diversityineducationinCanadaandDenmark:MakingacaseforlegitimateknowledgeThereisgrowinginterestinEuropeabouthowto‘manage’cultural/linguisticdiversityinsocietyandschools;diversityresultingfromrefugeesenteringtheEuropeanUnion(EU),internalmobility,andthechildren,grandchildrenandgreat-grandchildrenofnon-EuropeanswhosettledintheEUasmigrantlabourersinthe1970s.EvidenceofthisconcernisreflectedinarecentbookeditedbyLittle,LeungandVanAvermaet(2013),Managingdiversityineducation:keyissuesandsomeresponses.AsCanadahaslongbeenanimmigrant-receivingcountry,isofficiallybilingual,hasanofficialmulticulturalismpolicy,andisnotrecognizedashavingthesortsof‘integration’problemsthatFrance,DenmarkorotherEUcountriesareexperiencing(Author,2009);manyEuropeansfeeltheycanlearnfromourK-12system.ThiscomparativecasestudyresearchinvestigateswhatCanadaandDenmarkcanlearnfromtheextenttowhicheachotherconstructsimmigrantchildren’shome/communitylanguagesandculturesas‘legitimate’knowledgetobeincludedinpedagogicalmaterialsandinstruction.ThestudyisframedonCummins’(2011)“literacyengagementframework,”partsofwhichfocusonscaffoldingmeaningandconnectingtostudents’lives,therebyaffirmingstudentidentity.Thisfocusisexploredthroughclassroom-basedresearch,educatorinterviewsandcontentanalysisofpedagogicalmaterialsusedinmainstreamclassroomsinbothsettings.Theresultsrevealsimilaritiesanddifferencesinhoweducatorsinbothsettingsconstructandmeettheneedsofimmigrantchildren,andprovidesomeresponsesforhowto‘managediversity’bydrawingonlessonslearnedonhowlegitimateknowledgeisenactedinbotheducationalsystems.MichaelTrottier(UniversityofBritishColumbia)mntrotz@hotmail.comConstraintsandaffordancesofcontentspecificityinpostsecondaryEAPThispresentationpresentsondoctoral-levelresearchinvolvingthesocializationoftransnationaladultEnglishlanguagelearners(ELLs)intoanintensiveEnglishforacademicpurposes(EAP)program.Basedonanethnographic,multi-casedesign,thestudyaimedtoprovideamorecomprehensiveaccountofpostsecondaryEAP,underscoringthedevelopmentalaffordancesandconstraintsofintensiveEAPpracticesinrelationtothedifferentiatedneeds,motivations,anddesiresofmulticulturallearners.Employingasecondlanguagesocializationframework(Duff,2003,2007,2010;Zuengler&Cole,2005),thestudywasinformedbyacomplementarysetofanalyticalmethodswhosecombinedemic/eticperspectivesandmacro/micro-levelanalyses(e.g.,criticalresearch,discourse/narrativeanalysis)provideamoresocioculturally-informed,ecologicalperspective(Kramsch,2002)onEAPasaformofadditionallanguagelearning.Beginningwithaninitialinvestigation(classroomobservation,collectionofartifacts)ofthewaysthatcurricular,instructional,andotherresourceswereusedtosocializelearnersintoarangeoftargetacademicpractices,thestudysubsequentlyfocusedonlearners’subjectiveresponsestothesepractices,andmoreparticularlythelatter’simpactonlearners’communicativecompetenceandacademicidentities.AmongthevariousaffordancesandconstraintsofintensiveEAPtoemergefromthestudy,thepresentationfocusesontheroleofcontentspecificity(Hyland,2002;2006;Spack,1988)andthepotentialconsequencesofa‘one-size-fits-all’approachtoEAPforlearnersacrosstrajectoriesofacademic/discipinarysocialization.RikaTsushima(McGillUniversity)rikacoz@live.caMartínGuardado(UniversityofAlberta)guardado@ualberta.caJapanesemothersininterlingualfamilies:Anticipation,anxietyandambiguityinraisingmultilingualchildrenDespitetherichnessofknowledgeacrossanumberofheritagelanguages(HL)inCanada,onephenomenonthathasnotreceivedsufficientscholarlyattentionisHLdevelopmentininterlingualfamilies.ResearchaddressingHLissuesinJapaneseandJapanesedescentfamiliesislimitedinCanadaandelsewhere.Furthermore,JapaneseCanadianshavethehighestincidenceofformingpartnershipsormarryingoutsideoftheirethnolinguisticgroup.AccordingtoStatisticsCanada(2006),outof29,700couples,approximately75%includedanon-Japanese.Hence,in-depthstudyofissuesofHLsocialization(Duff,2012;He,2012)anddevelopmentisanimportantstepinunderstandingthecharacteristicsthatmixedethnolinguisticcouplesfacewhileraisingtheirchildren.Therefore,athree-phase,exploratorysequentialmixed-methodsstudywasdesignedtoexaminetheperspectivesofJapanese-bornmothersininterlinguistichouseholdsinrelationtothemultilingualdevelopmentoftheirchildren.Thepaperwillreportonthequalitativecomponentofthestudy,whichincludedin-depthinterviewswithtenmothersinamultilingualCanadiancity.Datawereanalyzedusinganiterativeprocessfollowingstandardproceduresforinductivelydevelopingthemes(e.g.,Bogdan&Bliken,1998).Thefindingstobereportedinclude:1)mothers’expectationsfortheirchildren’sdevelopmentofcosmopolitanorientationsinthisuniquemultilingualcontext;2)theuseofintentional“linguistictalk”(metadiscourse)relatedtohomelanguageplanning;3)anxietyaboutmanagingthreeormorelanguages;and4)familycommunicationissues.Thepresentationwillconcludewithadiscussionofconcerns,challengesandfactorsaffectingparentingininterlingualfamilies,aswellasimplicationsfortheoryandfutureresearch.MithilaVidwans(UniversityofWesternOntario)mvidwans@uwo.caExploringtheSelf-EfficacyPerceptionsofOntario’sScienceTeacherstoTeachDiverseClassroomsClassroomsacrossCanadaarebecomingmoreculturallyandlinguisticallydiversethaneverbefore.IntheTorontoDistrictSchoolBoard(2013)itself,over50%ofstudentsspeakafirstlanguageotherthanEnglish.EventhoughOntario’sstudentbodyisdiverse,theteacherpopulationstillremainsveryhomogenouswheretheprototypicalteacherisaWhite,monolingualfemalestrugglingtoprovideappropriateinstructiontoallstudents(Schmidt,2010).Researchhasshownthatteachers’self-efficacyortheirsenseofpreparednesstoteachisastrongindicatorindeterminingthesuccessofallstudents,especiallyEnglishLanguageLearners(ELLs).Teachers’self-efficacyperceptions

toteachdiverseclasseshavealsobeenlinkedtostudentmotivationandachievement,teacherattritionratesandteachers’professionalwell-being(Siwatu,2007,2011).RecentstatisticsshowthatOntario’sScienceteachershavesignificantlylowerself-efficacyperceptionscomparedtoScienceteachersfromotherCanadianprovincesandinternationalsettings(EducationQuality&AccountabilityOffice,2012).Thismixed-methodsinvestigationexplorestheself-efficacyperceptionsofOntario’sScienceteachersinwhichIincludeInternationallyEducatedTeachers(IETs)aswell.Idrawonthetheoriesofself-efficacy(Bandura,1995)andculturallyresponsivepedagogy(Gay,2002)toframethisresearch.Eventhoughthelargerprojectincludesoverahundredteachers,theself-efficacyperceptionsofoneScienceteacherwerestudiedthroughsurveyandinterviewforapilotproject.ThesurveyinstrumentisbasedonSiwatu’s(2007)‘CulturallyResponsiveTeachingSelf-Efficacy’(CRTSE)scale.Aliteraturereviewaswellasfindingsandimplicationsfromthepilotstudywillbepresented.UshaViswanathan(YorkUniversityGlendoncampus)uviswanathan@glendon.yorku.caMarie-ElaineLebel(YorkUniversityGlendoncampus)melebel@glendon.yorku.caPourunenouvelledéfinitiondel’authenticitéendidactiquedufrançaislangueseconde:lanotiond’authenticitéLanotiond’authenticitéestfondamentaledanslesapprochescommunicatives/actionnelles(Bérard,1991;Puren,2006).Lesjeuxderôlesetlesscènesd’improvisationbaséssurlatranspositionensalledeclassedesituationsdelavieréellesontsouventproposéscommedestâchesassurantl’authenticitédesinteractions.Nousvoulonsdanscettecommunicationremettreenquestionlanotiontraditionnelled’authenticitéensalledeclassedefrançaislangueseconde/françaislangueétrangère.Ilnes’agitpasd’ytransposercertainessituationsdecommunicationditesdelavieréelle,maisplutôtd’encouragerunecommunicationauthentiquepropreàlasalledeclasse.Nousproposonsunenouvelledéfinitiondel’authenticitéarticuléeautourdelanotiondugroupedediscussionetdusuividespairs,undispositifd’enseignement-apprentissagedufrançaislanguesecondesesituantdanslecadredel’interactionnismesociodiscursif(Bronckart,1997;Vygotski1997).Lanotiongroupedediscussionetdesuividespairsrelèvedel’idéequetoutecommunicationauthentique(quecesoitensalledeclasseouailleurs)apourbutdepartageruneinformationsouhaitée(Neu&Reeser,1997).Legroupedediscussionprendlaformesuivante:quatreoucinqétudiantsformentungroupedelocuteurs.Ilsontpourtâchedediscuterd’undocumentécritouoral.Quatreoucinqétudiantsformentungrouped’observateurs.Ilsontpourtâched’écouterlegroupelocuteuretdeproduireunsuividespairsquiprendradifférentesformesselonleniveau(parexempleunformulaireàremplirpourleniveaudébutantouuncompte-rendupourleniveauavancé).FuWang(IndianaUniversityofPennsylvania)nmxr@iup.eduForeign-bornfacultyasappliedlinguisticindividuals-AsocioculturalapproachAutobiographicalnarrativeasaformofdatahasbeenchampionedbymoreandmorescholarstoexaminelifelonglanguagelearningexperiencesthatcannotbeinvestigatedinrealtime(Benson,2011,2005;Kalaja,Menezes,andBarcelos,2008;Pavlenko,2002)andthecomplexityanddiversityinthesubjectivetransformationinherentintheprocessoflanguagelearning(Kramsch,2004,2009,2011,2012).Thispaperpresentsanempiricalresearchstudythatembracedamethodofautobiographicalnarrativeinquiry(Hanauer,2000;Lieblich,Tuval-Mashiach,&Zilber,1998),guidedbytheresearchquestions1)whatarethelife-longEnglishlearningexperiencesofmultilingualAmericanacademics;and2)whatdoesthelearninganduseofEnglishmeantothemasmultilingualsubjects?Allparticipantsweredifferentmajor,L2collegeprofessorswhohavebeenstudyingandworkinginthecontextoftheUnitedStatesformorethan20years.Underpinningtheentireprocessofdataanalysisapproachwasadualfocusonindividuallanguagelearnersandtheirsurroundingsocialpractices(NortonandToohey,2001).Afterpresentingthefindingsoffivemomentouseventsandthreecrucialelementsthatbestexplainthesuccessfullinguisticoutcomes,thepresenterproclaimsthat,fromalifelongperspective,ahighlysuccessfullanguagelearningcareerisultimatelyapersonalmeaningconstructionprocessmediatedwithsubjectiveexperiencesandsensiblepleasures,duringwhichlanguagelearnersandusersdevelopasenseofownershipoverthetargetlanguageasaformofmeaningfulliteracy,throughtheuseofwhichtheyareabletomakesenseofthemselvesandtheirsurroundings.MonicaWaterhouse(UniversitéLaval)monica.waterhouse@lli.ulaval.caGinetteMortier-Faulkner(UniversitéLaval)ginette-jeanne.mortier.1@ulaval.caConceptualizationsofAffectinCanadianAdultImmigrantSecondLanguageEducationThereisacallforanewfocusonaffectinlanguageteachingandlearningresearch(Dewaele,2013).Incontrasttodominanttheoreticalframingsofaffectwithinpsychologicalperspectivesrelatedtoindividualmotivationfactorsandlanguageacquisition(Dewaele,2013),weareinterestedindrawingonthepotentialitiesofpoststructuraltheorizinginappliedlinguistics(Morgan,2007)andconceptualizeaffectasfundamentallycollective(Deleuze&Guattari,1980/1987).Deleuzian-Guattarianaffectisthecapacityofabodytoaffectandbeaffected,totransformandbetransformed,throughrelationalencounterswithothers.ThisexploratorystudyaimstomaptherangeofconceptualizationsofaffectpresentinCanadianadultimmigrantsecondlanguageprograms.Theresearchdesigninvolved,firstly,aliteraturereviewofhowaffectistheoreticallyandconceptuallyframedinsecondlanguageresearchenablingtheestablishmentofgeneralconceptualcategories.Secondlyaqualitativecontentanalysis(Fraenkel&Wallen,2003)ofkeycurriculumdocumentsinforminggovernmentfundedsecondlanguageprogramsforadultimmigrantsinCanadawasconductedinordertodescribeifaffectplaysanexplicitroleinsuchprograms,andifso,howitisconceptualized.Theconceptualcategoriesemergingfromtheliteraturereviewguidedthesubsequentanalysis,buttheanalysisalsoaccountedforunexpectedcategoriesemergingfromthecurricula.Identifyingtheconceptualizationsofaffectinforminglanguagepedagogiesissignificantgiventhat,unlikepsychologically-basedframeworks,theinherentrelationalityofDeleuzian-Guattarianaffectreinstatesthesocio-politicalstakesoflanguageeducationandenablesacriticalpedagogicalstancetowardsadultimmigrantlanguageeducation.MeikeWernicke(UniversityofBritishColumbia)meike@shaw.caL’authenticitédansl’enseignementduFLS:lepointdevuedesenseignantsSilanotiondu«locuteurnatif»aprévalulongtempsdansl’enseignement-apprentissagedel’anglais(Rampton,1990),ilenvademêmepourl’enseignementdufrançais.LesenseignantsdeFLSonttendanceàsecomparerauxlocuteurs«natifs»quantàleurniveaudecompétencelinguistique(Salvatori,2007).Mêmesile«locuteurauthentique»estcontesté(Faez,2007),l’identité«francophone»représentetoujoursunepositionprivilégiéedansl’enseignementduFSLetlesenseignantsdeFLS«nonnatif»sevoientdoncobligésdelégitimerleurpositionautrement.Laprésenteétuderéponddoncàlaquestionsuivante:Quellesressourceslesenseignantsutilisent-ilscommemoyend’authentificationdansceprocessusdelégitimation?L’étudeaétémenéeauprèsde80enseignantsdeFLSparticipantàunstagedeformationsurleCECRenFrance.Lesdonnéesontétérecueilliesdedifférentessources:questionnaires,journauxdebord,entretiens,correspondanceélectronique.L’authenticitéétantaucœurdel’étude,l’analysediscursivedesrécits(Bamberg,1997)s’estfondéesuruneconceptualisationdel’identitéentantqueprocessusd’authentification(Bucholtz,2003).Lapremièreanalyseaconfirméquelamajoritédesenseignantsvisaitàjustifierleurniveaudecompétencelinguistiqueparrapportaustandarddelocuteurnatif.Ladeuxièmeanalyse,portantsurseptparticipantes,amontréàquelpointlacompétencelinguistiquedéterminelalégitimitédesenseignantsdeFSLdansleurenvironnementprofessionnel,cequi,parconséquent,informeleurparticipationauxinteractionsfrancophonesetaudéveloppementprofessionnelreliésàl’enseignementduFSL.

BrockJ.Wojtalewicz(BrockUniversity)bjwojtal@ucalgary.caGeoffreyG.Pinchbeck(BrockUniversity)ggpinchb@ucalgary.caACorpus-BasedStudyofVocabularyDevelopmentinUpperElementaryLearners'ExpositoryWritingThispresentationwillbuilduponthebodyofresearchthatunderlinesthefundamentalimportanceofvocabularyknowledgeforacademicsuccess.WhilemuchattentionhasbeendevotedtoteachingacademicvocabularyinadultESLandEFLprograms(Schmitt&Schmitt,2012),onlyrecentlyhasmoreattentionbeenpaidtoresearchonacademiclexisinK-12education(Biemiller,2012).Thepresentstudyinvestigatesvocabularydevelopmentandtheroleofacademiclexisinexpositorywritingsamplesofupperelementarylearners,bothnativeEnglishspeakersandEnglishlanguagelearners.Atotalof300writingsamples(100essayseachfromgrades4,5,and6)wererandomlyselectedfromparticipatingschoolsinametropolitanareainwesternCanada.Eachlearner'sproductivevocabularywasevaluatedquantitativelywithlexicalfrequencyprofilingasfollows:First,anage-appropriatereferencecorpusofschool-basedwrittentextswascompiled.Usingmeasuresofrange,frequency,anddispersion,wordlistsrepresentingascaleofcommontorarewordsintheupperelementaryschoolcontextwerecreated.Next,thevocabularyinstudentessayswascomparedtothereferencecorporawordlistsandlexicalprofilesweregenerated(Cobb,2013;Heatley&Nation,1994).Finally,thelexicalprofileswerecomparedtoholisticratingsofwritingqualityforeachessay,asevaluatedbytworatersusingatrait-basedrubric.Theholisticmarkswerethencomparedtothewriters'lexicalprofilesusingaregressionapproach.Preliminaryresultssuggestthatproductivevocabularyinstudentwritingexplainsasignificantproportionofthevarianceinacademicsuccessasearlyasgrade4.NinaWoll(UniversitéLaval)nina.woll@lli.ulaval.caIsolatingmetalinguisticawarenessasapredictorofpositivetransferfromL2toL3WithintheframeworkofThirdlanguageacquisition(TLA)research,ithasbeenpositedthatmetalinguisticawareness(MLA)mayaccountforpositivetransferbetweensecond(L2)andthirdoradditionallanguages(L3)(e.g.,Gibson&Hufeisen,2003).InspiteofamultitudeofresearchdesignsusedtoinvestigateitsroleforL2andL3learning(e.g.,Rauch,Naumann,&Jude,2012),MLAhasnotbeenmeasuredsystematically,eventhoughweknowofatleastonecomprehensivetestbattery,namelytheMetalinguisticAbilityTest(MAT)(Pinto,Titone,&Trusso,1999),whosereliabilitywasconfirmedinamorerecentstudy(ElEuch,2010).Aimingatalarge-scaleinvestigationontheroleofMLAforpositivetransferfromEnglish(L2)toGerman(L3)inFrench-speakingQuebeckers,enrolledinalanguageprogramatcegep1,weanalyzedtheunpublishedFrenchversionoftheMAT-32,namelytheTHAM-33(Pinto&ElEuch,forthcoming)withrespecttoitsapplicabilitytoourresearchcontext.AshortenedversionoftheTHAM-3wasadministeredtofivefirst-yearcegepstudentswhosharethecharacteristicsofthetargetedpopulation.Alongwithanerrordetection-correction-and-justificationtask,wealsotestedthecomprehensionofsyntacticrelations4andoffigurativelanguage.MLAwasmeasuredbyaddingupscoresofthejustificationsforeachitem.GiventhatdistinctlevelsofMLAcouldbeidentifiedforthissmallsample,ourpreliminaryresultssuggestthatusingtheTHAM-3inalargerprojectwillallowtoisolateMLAandthustoidentifyitscontributiontopositivetransfer.NorikoYabuki-Soh(YorkUniversity)nyabuki@yorku.caAcomparativeanalysisofnarrativestrategiesInanylanguage,thenarrator’spersonalevaluationoftheeventsandpeoplebeingdescribedmanifestsitselfnotonlyinwordorderorintonation,butcanalsobeexpressedlexicallyandmarkedmorphologically(e.g.,Iwasaki,1993).StudiesthatinvestigatedtheuseoflinguisticindicatorsofmentalrepresentationsinL2writingaresmallinnumber(e.g.,Hyland&Milton,1997).ThepresentstudyexploresL2learners’useoflexicalandmorphologicalexpressionsofpersonalevaluationintheirL1andL2compositions.Datawerecollectedfromthecompositionsof16L2learnersinanadvanced-levelJapanesecourse(L1:English).Participantswrotedescriptionsoffivecartoonstrips,firstinJapanese,andafteraninternal,inEnglish.Datafrom16Japanesenativespeakers’compositionswerealsocollectedforbaselinecomparison.Theuseofadjectives,adverbs,andmodalauxiliariesthatrepresentedtheparticipants’personalevaluationoftheinformationineachstorywascomparedbetweentheirL1andL2compositions.Theresultsshowedthat(1)intheirL2writing,learnersusedadjectivesmainlyaspredicatesdescribingthecharacters’emotionsandusedadverbslessfrequentlywhileintheirL1writing,adjectivesandadverbsthatimplicitlyreflectedtheirevaluationofeventsandcharacterswereemployed,and(2)learnersusedcertainepistemicmodalsintheirL2writingmoreoftenthannativespeakersdid.ThestudysuggeststhatitmightbebeneficialforL2learnerstofacilitatetheirL1knowledgeoflinguisticindicatorsintheirL2writingtoimplicitlyexpresstheirpositiveandnegativeevaluationoftheinformationinthestory.BurcuYamanNtelioglou(OntarioInstituteforStudiesinEducation/UniversityofToronto)b.yaman@mail.utoronto.caJenniferFannin(TorontoDistrictSchoolBoard)Jennifer.Fannin@tdsb.on.caMikeMontanera(TorontoDistrictSchoolBoard)Mike.Montanera@tdsb.on.caJimCummins(OntarioInstituteforStudiesinEducation/UniversityofToronto)jcummins@oise.utoronto.caMultilingualPedagogiesandUrbanEducationOfeliaGarcíawrites,“Thetaskformultilingualeducationinthe21stCenturywillnotonlybetoaddmorelanguages,buttorecognizethemultiplelanguagepracticesthatheterogeneouspopulationsincreasinglybringandwhichintegratedschooling,morethananyothercontext,hasthepotentialtoliberate”(García,2011,p.157)”.UsingCollectivePedagogicalInquirymethodology,wecollaboratedwithtwoGradetwo/threeteachersinaninnercityelementaryschoolandexploredthequestionof‘whatconstituteseffectivemultilingualpedagogiesforstudents’languageandliteracydevelopment’.ThisinnercityelementaryschoolhasalargepopulationofrecentlyarrivedRomastudents,whoareexperiencingseriouslanguage,literacyandsocialchallenges.Theirlanguagebarriersarecompoundedbecausethestudentscomefromasocialgroupthathasbeensubjectedtoracismintheirhomecountriesandwhosestatus,bothsocialandlegal,withinCanadaismarginalized.Inthisschool,thestudentsarestrugglingforbothliteracyandacademicsuccess,whiletheirteachersarestrugglingtocreatepedagogiesthatwillsupportthestudents’engagementandsuccess.Afocusonthemultipleidentitiesofthestudentsaswellasattentiontomultiliteracies,multilingualismandtheuseofdramapedagogyanddigitalstrategiesisattheheartofthiscollaborativework.Thepaperwillhighlightsignificantfindingsanddiscussimplicationsforclassroompracticeandforfutureresearchinthisareaofstudy.

YangZhao(PekingUniversity)zhaoyang@pku.edu.cnShanshanYan(PekingUniversity)sy304@cam.ac.ukMiddleconstructioninEnglish-speakinglearners’L2ChinesegrammarsMiddleconstruction(MC),asshownin(1)and(2),isafrequentlyusedstructureinbothEnglishandChinese.(1)Thisbookreadseasily.(2)Zhebenshuduqilairongyi.thisCLbookreadqilaieasy.‘Thisbookreadseasily.’ThedifferencebetweenthetwolanguagesconcerningMCisthatinChineseqilai,whichgivesasentenceahabitualinterpretation,goeswiththeverbobligatorily.WhatthetwolanguageshaveincommonisthatactivityandaccomplishmentverbscanenterMC,whereasstateandachievementverbscannot.ThepresentstudyinvestigatestheacquisitionofChineseMCbyEnglish-speakinglearnerswithtwoquestions:(i)Cansyntax-semanticsinterfaceconcerningMCbeproperlyrepresentedinL2Chinesegrammars?(2)DoL2ChinesegrammarsconcerningMCdevelopwiththeincreaseoflearners’Chineseproficiency?AnempiricalstudywasconductedwiththreeL2groups(lower-intermediate,higher-intermediateandadvanced)andacontrolgroupasparticipantsandanacceptabilityjudgmenttestandasentencemakingtestasinstruments.ResultsindicatethatL2learnershaveproblemsdistinguishingdifferenttypesofverbandthusMCisnotproperlyrepresentedinL2Chinesegrammars,andthatL2grammarsshownodevelopmentwithincreaseofL2learners’proficiency.TheresultchallengestheInterfaceHypothesis(SoraceandFiliaci,2006)whichholdsthatinnerinterfaceslikesyntax-semanticsinterfaceareacquirable.ItwasaccountedforintermsofL1transferandfinerclassificationofChineseverbs.

Plenary Speakers Tej$Bhatia,"Syracuse"University"

“Identity"and"Trauma"in"Mass"Murderers'"Accounts:"A"Forensic"Linguistic"Perspective”"

Peter$Jacobs,"University"of"Victoria"“NETOLNEW—Indigenous"Adults"Learning"Indigenous"Languages:"A"Case"Study”"

Yasuko$Kanno,"Temple"University"“English"Language"Learners,"Identity,"and"Access"to"Postsecondary"Education”"

Katherine$D.$Kinzler,"University"of"Chicago"“The"Development"of"Language"as"a"Social"Category”"

Naomi$Nagy,"University"of"Toronto"“Heritage"Language"Variation"and"Ethnic"Identity”$

Shondel$Nero,"New"York"University"“Insider/Outsider:"Interrogating"Identity"in"Caribbean"Creole"English"Research”"

Invited ColloquiaLanguage'Learning'Roundtable:"“Toward"an"Integrative"Framework"for"SLA”"Organizer:"Dwight$Atkinson,"Purdue"University"

“The"Social"History"of"Applied"Linguistics”"Organizers:"Kees$de$Bot,"University"of"Groningen"Margaret$Thomas,"Boston"College"

Wilga"Rivers"Foreign"Language"Colloquium"Organizer:"Patsy$Duff,"University"of"British"Columbia"

“Identity"in"Applied"Linguistics”"Organizer:"Alison$Mackey,"Georgetown"University"

“L2"Writing"Theory"and"Research”"Organizer:"Rosa$Manchón,"University"of"Murcia"

“Indigenous"Languages"and"Identities”"Organizer:"Donna$Patrick,"Carlton"University"

“Replication"Research"in"Applied"Linguistics“"Organizer:"Charlene$Polio,"Michigan"State"University!

Joint Sessions“Revisiting"the"Interfaces"between"SLA"and"Language"Assessment"Research”"

Organizer:"Liying$Cheng,"Queen’s"University"(ILTA)"

“Parler"Bilingue"in"La"Francophonie:"Mixage"&"Métissage"on'the'Move"Linguistique”"Organizer:"Mela$Sarkar,"McGill"University"(ACLA/CAAL)"

Conference Chair Paul$Kei$Matsuda"

Arizona"State"University"conference@aaal.org"

More"information"will"be"available"at"aaal.org.!

Call for Proposals The"2015"conference"of"the"American"Association"for"Applied"Linguistics"(AAAL)"will"be"held"jointly"with"Association"Canadienne"de"Linguistique"Appliquée/Canadian"Association"of"Applied"Linguistics"(ACLA/CAAL)"March"21d24"at"the"Fairmont"Royal"York,"Toronto,"Canada."Nationally"and"internadtionally,"the"AAAL"conference"has"a"reputation"as"a"comprehensive"and"stimulating"conference"indcluding"inddepth"colloquia"and"paper"sessions,"topical"and"thoughtdprovoking"plenary"presentadtions,"excellent"book"exhibits,"and"plentiful"opportunities"for"networking."We"hope"you"will"considder"sharing"your"work"at"AAAL"2015.""

STRANDS Proposals"in"English"or"French"are"welcome"in"the"following"topic"strands:""•"Analysis"of"Discourse"and"Interaction"•"Assessment"and"Evaluation"•"Bilingual,"Immersion,"Heritage,"and"Minority"Education"•"Corpus"Linguistics"•"Educational"Linguistics"•"Language"and"Cognition"•"Language"and"Ideology"•"Language"and"Technology"•"Language"Planning"and"Policy"•"Language,"Culture"and"Socialization"•"Pragmatics"•"Reading,"Writing,"and"Literacy"•"Second"and"Foreign"Language"Pedagogy"•"Second"Language"Acquisition,"Language"Acquisition,"and"Attrition"•"Sociolinguistics"•"Text"Analysis"(Written"Discourse)"""

Submission$Deadline:$August$20,$2014$

L’enseignement!du!français!langue!seconde!:!une!carrière!de!choix!!

!!L’institut!de!recherche!en!langues!secondes!du!Canada!!!(IRL2C),!au!sein!de!la!Faculté!d’éducation!à!l’Université!!!du!Nouveau<Brunswick,!offre!une!spécialisation!en!!enseignement!du!français!langue!seconde!dans!le!cadre!!d’un!B.Ed!de!11!mois!dans!un!environnement!!accueillant!et!encourageant.!!!!

À!Fredericton,!une!belle!ville!de!55!000!habitants!au!bord!du!fleuve!Saint<Jean,!nos!étudiants!profitent!d’une!communauté!et!d’une!université!qui!offrent!toute!une!gamme!d’activités!culturelles,!sociales,!et!intellectuelles.!!En!particulier,!on!y!trouve!une!communauté!francophone!active.!

!Notre!programme!de!français!langue!seconde!(FLS)!permet!à!nos!étudiants!de!recevoir!un!encadrement!personnalisé!et!de!faire!des!stages!d’enseignement!dès!le!début!et!dans!divers!contextes.!!!!!!!Vous!êtes!éducateur/trice!en!service?!!!!Vous!cherchez!du!perfectionnement!professionnel,!des!idées!ou!des!ressources!!pour!votre!salle!de!classe?!!L’IRL2C!peut!répondre!à!vos!besoins!!!Nous!offrons!:!!

! Des!ressources!(manuels,!vidéos,!articles!de!recherche)!sur!les!pratiques!exemplaires!en!immersion,!en!FLS!et!en!anglais!langue!seconde!

! Des!sessions!de!formation!professionnelle!!!

Pour!en!apprendre!plus!sur!le!B.Ed!en!français!langue!seconde!et!les!autres!services!que!nous!offrons,!veuillez!visiter!notre!site!web!:!!

http://www.unb.ca/L2!

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